Need Analysis of English for Hospitality Management Students at Universitas Negeri Padang
Wiji Kholifah (23178020)
Abstract
This research aims to identify the needs and challenges faced by students of the 2021-2023 Padang State University Hospitality Management Study Program in learning English. This research sample consisted of 30 students. A qualitative descriptive approach was used to measure complex interpretations of data collected through a questionnaire consisting of 35 items, adopted from Khrisnavenhi Gopal's journal on Analysis of English Language Needs for Hospitality Industry Students. The research results show that the majority of students realize the importance of mastering English and have high motivation to improve their speaking, listening, reading and writing skills in English. However, there were several challenges identified, such as lack of motivation, limited vocabulary, and a mismatch between expectations and reality in ESP learning. However, the majority of students feel supported in the learning process.
1. Introduction
In the increasingly dynamic and competitive era of globalization, effective and efficient communication is the key to success in various fields, including the hospitality industry. In this industry, good communication not only focuses on the Indonesian language, but also English which is an international language that is widely used in various aspects, such as business, technology, and culture. Therefore, having good English skills is one of the important needs for Hospitality Management students, especially at Universitas Negeri Padang which has a reputation as one of the best universities in Indonesia.
In the hospitality industry, effective and efficient communication is essential to ensure good service quality and increase customer satisfaction. By having good English skills, Hospitality Management students can communicate more effectively with customers who come from various countries, and can keep up with technological developments and increasingly dynamic business trends. In addition, having good English skills can also help Hospitality Management students improve their analytical and problem-solving skills, as well as increase their global awareness and adaptability to rapid changes. According to (Al-Saadi, 2015), the ability to communicate effectively in English is essential for hospitality professionals to provide excellent service to international customers. (Yoestara et al., 2021) also added that the ability to communicate in English is essential for tourism industry professionals to interact with international tourists and provide excellent services to them.
However, the analysis of English language needs for Hospitality Management students at Universitas Negeri Padang is still very limited. Therefore, this study aims to analyze the English language needs for Hospitality Management students at Universitas Negeri Padang, as well as to find out how good English language skills can help Hospitality Management students in improving service quality and customer satisfaction. Thus, this research is expected to contribute to the development of more effective and efficient English curriculum and teaching strategies for Hospitality Management students at Universitas Negeri Padang.
2. Literature Review
English for Specifics Purposes (ESP)
Hutchinson & Waters (1987) state that an approach to language teaching, where all decisions regarding content and methods are based on learners' learning wants and needs, is essential. Robinson (1991) adds that the concept of English for special purposes (ESP) involves education, training, and practice that integrates three main elements of knowledge: language, pedagogy, and learners' areas of specialization or interest. According to Richards & Rodger (2001), ESP is a movement that seeks to meet the language needs of learners who need English to perform specific roles, such as students, engineers, or nurses. This approach emphasizes the acquisition of real-world content and skills through English, not just the mastery of the language itself.
In this context, the term “specific” in English for special purposes (ESP) has various interpretations that evolve along with the development of this field. The meaning of 'specific' in ESP emphasizes that ESP is an approach to language teaching that is based on content and methods tailored to learners' learning needs. In other words, this specific purpose refers to the reason or purpose why learners learn a language, not to the characteristics of the language they are learning.
As an approach, English for Specific Purposes (ESP) aims to help learners master language features or develop competencies necessary to function in disciplines, professions, or workplaces that require English language skills.
Need Analysis
Needs Analysis (NA) is not a new concept in education, especially in English for Specific Purposes (ESP), as research in this area has started since the 1970s. The model introduced by Hutchinson & Waters (1987) introduced the concept of target needs and learning needs. Further research on Needs Analysis (NA), as described by Juan (2014), draws on the concept of subjective and objective needs introduced by Brindley in 1989. Needs Analysis (NA) has an
important role in the development of English for Specific Purposes (ESP) materials, helping students identify their abilities and needs both objectively and subjectively.
A Needs Analysis (NA) produces data that can be used in a variety of ways, such as evaluating courses, setting objectives, designing tests and assessment tools, and providing information for material development in a program (Astika, 2018).
Needs Analysis (NA) is divided into several sections, namely Perceived Needs, Objective and Subjective Needs, and Goals and Learning Needs. By helping students understand their specific needs through Needs Analysis, which is an important aspect of learning, they can gain new knowledge and adapt important skills needed in ESP. This will enhance their abilities and be useful for their future careers in various fields.
Target Situational Analysis (TSA)
Learner situational analysis focuses on tasks and activities where English is used. Target needs refer to the things students need to evaluate the target situation, including the knowledge they already have and what they need to know, as well as ensuring the material taught is relevant and useful (Nation & Macalister, 2010). Target needs can be grouped into three categories.
1) Necessities
“Needs” are based on the demands arising from the situation at hand. According to Setiawan (2019), who refers to Allwright (1982), “needs” refer to things that learners must know in order for them to function effectively in the situation at hand (Allwright, 1982). In other words, learners and teachers can review the situation at hand and analyze its components to determine the needs that need to be met.
2) Lacks
“ Lack” in the context of target needs as described is the difference between current and desired skills (Hutchinson & Waters, 1987). Richards & Schmidt (2010) describe “deficiency” as a condition where something is missing or inadequate. In other words, it involves assessing the knowledge that learners already possess and identifying differences or gaps between what they already understand and what is still lacking. A “deficiency” therefore reflects the difference between the current level of competence and the expected level of competence that needs attention.
3) Wants
The term “want” denotes a person's drive to have or do something according to his or her desire. In other words, “want” is used to refer to what students perceive as a need in the context of learning (Mohammed & Nur, 2018). In this context, “want” also reflects the understanding that students need to be aware of what they want to learn. From this situation, students will make efforts to achieve their desires.
3. Method
The participants for need analysis consisted of 30 Hospitality Management Study Program students 2021-2023 at Universitas Negeri Padang. This research adopted a qualitative descriptive approach method to detail the complex interpretations of the research descriptions. Data was collected through the use of 35 questionnaire items taken from a journal titled “English Language Needs Analysis for Hospitality Industry Students: A Case Study at Sungai Farmer Community College” written by Khrisnavenhi Gopal.
4. Result and Discussion Questionnaire
Based on the data collected from students' responses to the questionnaire, the findings are presented in the following table.
Table 1. Students’ Wants
No. Statement N (%)
SA (4) A (3) D (2) SD (1)
1. I think English is very important to learn and master.
25 (83,3%) 4 (13,3%) - 1 (3,3)
2. I want to improve my English speaking skills.
22 (73,3%) 7 (23,3%) - 1 (3,3)
3. I want to improve my listening skills in English.
22 (73,3%) 6 (20%) 2 (6,7%) -
4. I want to improve my reading skills in English.
21 (70%) 7 (23,3%) 1 (3,3) 1 (3,3)
5. I want to improve my writing skills in English.
21 (70%) 8 (26,7) - 1 (3,3)
Total 22 (74%) 5 (21,3%) 0,6 (2%) 0,8 (2.6%)
Based on student response data to the questionnaire, it can be concluded that the majority of students from the Hotel Management Study Program at Padang State University for the 2021- 2023 entry year are very aware of the importance of learning and mastering English. Most of them (83.3%) strongly agree that English is an important skill to master. In addition, the desire to improve English language skills is very high among students, with 73.3% to 70% of them strongly agreeing to improve their speaking, listening, reading and writing skills. This high level of agreement shows that students have a strong motivation to improve their English skills in all aspects, so that they can make a positive contribution to their careers in the hospitality sector.
Table 2. Students’ Necessities
No. Statement N (%)
SA (4) A (3) D (2) SD (1)
1. I need the ability to speak English to meet customers (restaurant and front office)
14 (46,7%) 16 (50%) 1 (3,3%) -
2. I need English speaking skills to present and answer customers' questions about the menu orally.
15 (50%) 12 (40%) 2 (6,7%) 1 (3,3%)
3. I need English speaking skills to explain menu types
14 (46,7%) 14 (46,7%) 2 (6,7%) -
4. I need English speaking skills to respond verbally to customer complaints about food and
beverages.
14 (46,7%) 12 (40%) 3 (10%) 1 (3,3%)
5. I need the ability to speak English to answer questions about hotel facilities
16 (53,3%) 11 (36,7%) 2 (6,7%) 1 (3,3%)
6. I need the ability to speak English to respond to customers.
15 (50%) 12 (40%) 2 (6,7%) 1 (3,3%)
Total 14.6 (49%) 12.8 (43.3%) 2 (6.7%) 0.6 (2.2%) 7. I need English listening
skills to listen to customer inquiries.
18 (60%) 10 (33,3%) 1 (3,3%) 1 (3,3%)
8. I need English listening skills to listen to
customer inquiries.
15 (50%) 12 (40%) 3 (10%) -
9. I need English listening skills to listen to my manager's explanation of the work process.
15 (50%) 11 (36,7%) 4 (13,3%) -
10. I need English listening skills to hear managers explain hotel policies, procedures and decisions.
16 (53,3%) 10 (33,3%) 3 (10%) 1 (3,3%)
11. I need English listening skills to listen to
instructions from my manager.
15 (50%) 12 (40%) 2 (6,7%) 1 (3,3%)
12. I need English listening skills to listen to my manager's explanation of safety precautions.
18 (60%) 10 (33,3%) 2 (6,7%) -
Total 16 (53.9%) 10.8 (36%) 3 (8.3%) 0.6 (1.6%) 13. I need English writing
skills for customer complaint response
17 (56,7%) 13 (43,3%) - -
14. I need English writing skills to write meeting minutes
14 (46,7%) 12 (40%) 1 (3,3%)
15. I need English writing skills to reply to
customer inquiries about room rates
15 (50%) 12 (40%) 3 (10%) -
16. I need English writing skills to reply to
customer inquiries about hotel facilities
20 (66,7) 9 (30%) 1 (3,3%) -
17. I need English writing skills to reply to
customer inquiries about food and beverages.
16 (53,3%) 12 (40%) 1 (3,3%) 1 (3,3%)
18. I need English writing skills to write progress reports
16 (53,3%) 12 (40%) 2 (6,7%) -
19. I need English writing skills to write customer orders
15 (50%) 13 (43,3%) 1 (3,3%) 1 (3,3%)
20. I need English writing skills to write a visit report
13 (43,3%) 12 (40%) 4 (13,3%) 1 (3,3%)
Total 15.7 (52.5%) 11.9 (40%) 1.6 (5.4%) 0.3 (1.2%) 21. I need English reading
skills to understand complaint letters from customers
16 (53,3%) 11 (36,7%) 2 (6,7%) 1 (3,3%)
22. I need English reading 22 (73,3%) 7 (23,3%) - 1 (3,3%)
skills to understand job specifications and tasks in English.
23. I need English reading skills to understand recipes and instructions in English.
19 (63,3) 9 (30%) 1 (3,3%) 1 (3,3%)
24. I need English reading skills to understand written documents related to hospitality.
18 (60%) 11 (36,7%) 1 (3,3%) -
25. I need English reading skills to understand journals or books to improve my
employability skills.
21 (70%) 8 (26,7%) 1 (3,3%) -
Total 19.2 (64%) 9.2 (30.6%) 1 (3,3%) 0.6 (2%)
Based on data on student responses to various needs for English language skills in the hospitality context, it can be concluded that the majority of students at the Hotel Management Study Program at Padang State University are very aware of the importance of mastering English. English speaking skills were considered very important by 49% of students for interacting with customers in restaurants and front offices, explaining menus, answering questions about hotel facilities, and responding to customer complaints. About 43.3% of students agree with this need, while only a small portion disagree or strongly disagree.
The ability to listen in English was also considered very important by 53.9% of students, especially for understanding customer questions and explanations from managers about work processes, hotel policies, procedures and safety instructions. About 36% of students agreed with this need, while 8.3% disagreed, and only 1.6% strongly disagreed.
Writing skills in English are required to respond to customer complaints, write meeting minutes, reply to questions about room rates and hotel facilities, and write progress reports and customer orders. As many as 52.5% of students strongly agreed with this need, 40% agreed, 5.4% disagreed, and only 1.2% strongly disagreed.
The ability to read in English was also considered important by 64% of students to understand customer complaint letters, job specifications, recipes and instructions, as well as written documents related to hospitality. About 30.6% of students agreed with this need, while 3.3% disagreed, and only 2% strongly disagreed
Table 3. Students’ Lack
No. Statement N (%)
SA (4) A (3) D (2) SD (1)
1. I have a lack of
motivation and interest in learning English for hospitality subjects.
4 (13,3%) 6 (20%) 10 (33,3%) 10 (33,3%)
2. I did not find a good selection of materials related to ESP learning.
6 (20%) 8 (26,7%) 12 (40%) 4 (13,3%)
3. I have a lack of vocabulary so I don't understand the English for Hospitality course.
6 (20%) 11 (36,7%) 9 (30%) 4 (13,3)
4. I feel a mismatch between reality and expectation in ESP learning
5 (16,7%) 7 (23,3%) 13 (43,3) 5 (16,7%)
5. I have no experience in the required skills
5 (16,7%) 7 (23,3%) 11 (36,7%) 7 (23,3%)
Total 5.2 (18.6%) 7.8 (26%) 11 (36.6%) 30 (20%)
Based on student response data regarding their shortcomings in learning English for hospitality subjects, it can be concluded that there are several areas where students experience challenges. A small portion of students, around 13.3%, felt less motivated and less interested in learning English for hospitality, while 20% of students agreed with this statement. However, the majority of students, namely 33.3%, disagreed with the lack of motivation and interest.
Furthermore, around 20% of students felt that the choice of materials available for ESP learning was inadequate, but 40% of students felt otherwise. Lack of vocabulary was also an issue for some students, with 20% strongly agreeing that they had difficulty understanding English for hospitality courses due to a lack of vocabulary, and 36.7% agreeing. However, 30% of students disagree with this. In addition, around 16.7% of students felt there was a mismatch between reality and expectations in ESP learning, while 43.3% disagreed. Lastly, 16.7% of students strongly agreed that they lack experience in the required skills, while 36.7% agreed. However, the majority of students, namely 36.6%, disagreed with lack of experience as the main problem.
Overall, despite some challenges faced by students, the majority of them still felt quite supported and motivated in learning English for hospitality.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Students' Wants
Speaking Writing Reading Listening
SD D A SA
5. Conclusion
Based on all the data that has been presented, it can be concluded that students of the Hospitality Management Study Program at Padang State University, who enter in 2021-2023, have a high awareness of the importance of English language skills in the context of the hotel industry. The majority of them indicated a strong desire to improve their speaking, listening, reading, and writing skills in English, with a significant percentage agreeing or strongly agreeing with the statement. This reflects their high motivation to prepare themselves well to face the demands of work in the hotel industry which often requires cross-cultural communication.
However, in the learning process, several challenges were also identified. Some students feel less motivated, especially in the context of learning English for hospitality, while others face difficulties such as a lack of adequate material choices and limited vocabulary. Despite this, the majority of students still felt sufficiently supported and motivated to overcome these challenges.
In particular, it is necessary to pay attention to students' needs in terms of relevant and varied learning material, as well as the development of better vocabulary to support understanding of hospitality material. Additional support and efforts from the university can help improve the quality of English language learning for Hotel Management Study Program students, so that they can be better prepared to face the professional demands of the hotel industry more effectively.
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