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All Journal Journal of Advanced Multidisciplinary Research Language and Education Journal Foreign Language Instruction Probe LIMEEMAS: Jurnal Ilmiah Pendidikan
Muhammad Bambang Purwanto
Politeknik Prasetiya Mandiri
Religion Aerospace Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Earth & Planetary Sciences Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Nursing Public Health Social Sciences Other

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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
English for Specific Purposes in Tourism Higher Education: Trends, Gaps, and Future Directions in Curriculum Design Achmad Leofaragusta Kurniawan Komerendo; Herman Herman; Muhammad Bambang Purwanto
Journal of Advanced Multidisciplinary Research Vol 6, No 2 (2025): December 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.6.2.172-181

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 further validate and refine ESP tourism curriculum models.
Understanding the Impact of Artificial Intelligence on Students’ Speaking Proficiency: A Lecturer's Perspective Muhammad Bambang Purwanto; Anggra Prima; Ridayani Ridayani; Aisyah Aisyah; Fahrur Rozi
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.425

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education has transformed English language teaching, particularly in developing students’ speaking proficiency. This study explores English lecturers’ perceptions of AI use in speaking instruction at STIAB Smaratungga Boyolali, a Buddhist higher education institution in Central Java, Indonesia. Employing a qualitative descriptive design with a phenomenological approach, five lecturers were purposively selected as participants. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using a thematic analysis approach. The findings reveal that lecturers generally hold positive perceptions of AI, recognizing its role in enhancing students’ confidence, fluency, and pronunciation, while emphasizing that AI functions as a supplementary tool rather than a replacement for teachers. Lecturers also identified challenges, including limited infrastructure, ethical concerns, and the need for digital literacy and pedagogical training. AI-assisted activities, such as self-practice, chatbot conversations, and project-based learning, were found to foster autonomous learning and active student engagement. This study contributes to the understanding of the pedagogical potential and limitations of AI in English-speaking instruction, offering insights for curriculum design, teacher development, and the responsible integration of technology in higher education.
The Profile of a Prospective Teacher Candidate's Digital Literacy: A Case Study on Faculty of Teacher Training and Education of PGRI University of Palembang Muhammad Bambang Purwanto; Iskandar Rosyidin
LIMEEMAS: Jurnal Ilmiah Pendidikan Vol. 2 No. 1 (2024): LIMEEMAS: Jurnal Ilmiah Pendidikan
Publisher : Asosiasi Prodi Manajemen Administrasi Pendidikan Indonesia (APMAPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to evaluate the digital literacy of PGRI Palembang University's potential teacher candidates. Questionnaires are used in this kind of descriptive quantitative study. One hundred randomly selected students from the Faculty of Teacher Training and Education at PGRI University of Palembang served as the research subjects. Digital literacy questionnaires with indicators for managing, generating, integrating, assessing, and accessing information were used to gather data. The correlation product moment used for instrument validation with the outcomes of every questionnaire item is significant (Sig. < 0.05). Positive Pearson correlation and instrument reliability, as measured by Alpha Cronbach's values of 0.750 > 0.50, indicate the validity and reliability of the instrument. A descriptive analysis is performed on the data to find the percentage of each indication. The findings demonstrated that 80% of indicators fell into the essential skills category for information access, 75% of indicators fell into the management category, 74% of indicators fell into evaluation, 73% of indicators fell into integration, 60% of indicators fell into the insufficient skills category, and 70% of indicators fell into communication. These findings demonstrate that PGRI University of Palembang prospective teacher candidates' digital literacy profiles included markers of information creation. Consequently, it is essential to support pupils' digital literacy.
Co-Authors Achmad Leofaragusta Kurniawan Komerendo Aisyah Aisyah Anggra Prima Herman Herman Iskandar Rosyidin Ridayani Ridayani