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All Journal Getsempena English Education Journal JELTEC: Journal of English Language Teaching, Literature and Culture
Ulvah Sari
Universitas Kurnia Jaya Persada
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An ESP Based Needs Analysis of English Subject for Room Division Students In A Hospitality Higher Education Context Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Journal of English Language Teaching, Literature and Culture Vol. 4 No. 2 (2025): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v4i2.7441

Abstract

This study investigates the English language needs of students enrolled in the Room Division program at the Tourism Polytechnic of Makassar Indonesia Recognizing English as a critical skill in the hospitality sector especially in guest facing roles this research aims to assess whether the current English course aligns with the communicative demands of the workplace Employing a sequential explanatory mixed methods design quantitative data were gathered through a 15 item Likert scale questionnaire administered to 39 students while qualitative insights were collected via semi structured interviews with four purposively selected participants Statistical analysis revealed that students perceived English as highly relevant to their future careers particularly in speaking and customer service contexts However they also expressed a need for more interactive learning including simulations role plays and authentic materials Thematic analysis of the interview data confirmed that students found the course lacking in real world communication practice and contextualized vocabulary Grounded in ESP theory this study identifies gaps between the current curriculum and the specific language tasks expected in hotel operations The findings underscore the importance of tailoring English instruction to meet learners professional goals and suggest the integration of task based industry relevant activities Recommendations are provided for curriculum developers instructors and policymakers to enhance the effectiveness of ESP instruction in vocational hospitality education < em>< p>
ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
Co-Authors Muh. Al Fachrizah Fitra Muh. Al Fachrizah Fitra Samtidar Samtidar Samtidar Samtidar Sultan Baa Sultan Baa Yunitari Mustikawati Yunitari Mustikawati