Persepsi dan Strategi Mahasiswa Perhotelan dalam Memanfaatkan ChatGPT dan Gemini sebagai Media Latihan Speaking Bahasa Inggris

Bayu Ade Prabowo; Shella Gherina Saptiany; Nisrina Salma Aprilla

doi:10.61132/semantik.v4i2.2883

Authors

Bayu Ade Prabowo Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia https://orcid.org/0009-0000-7103-2032
Shella Gherina Saptiany Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia https://orcid.org/0009-0008-9833-4709
Nisrina Salma Aprilla Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia

DOI:

https://doi.org/10.61132/semantik.v4i2.2883

Keywords:

AI Chatbot, English Speaking, Hospitality Students, Self-Efficacy, Thematic Analysis

Abstract

This qualitative case study examines how hospitality students perceive, experience, and strategically use artificial intelligence (AI) chatbots, specifically ChatGPT and Gemini, to practice English speaking. Prior research indicates that Indonesian hospitality students hold high awareness of English importance yet only moderate self-readiness, particularly in complaint handling and accent comprehension, revealing a gap that calls for deeper understanding from students' own perspectives. Grounded in Task-Based Language Teaching and Social Cognitive Theory, particularly self-efficacy, this study used semi-structured interviews with eight informants, four Diploma (D3) Hospitality and four Undergraduate (S1) Management students, analyzed through Braun and Clarke's thematic analysis and triangulated with document analysis of student-AI interaction transcripts. Findings reveal five interrelated themes: AI chatbots function as a low-risk practice space that lowers social speaking anxiety; readiness gains remain situational rather than generalized; a persistent gap exists between AI-simulated interaction and authentic guest-service encounters; social anxiety is partly replaced by a new epistemic anxiety concerning AI accuracy and overdependence; and students consistently position AI as a complement to, rather than a substitute for, instructor- and peer-based learning. This study contributes context-specific evidence on AI-assisted speaking practice in vocational hospitality education and offers practical implications for integrating chatbot practice into a structured, human-validated English curriculum.

Downloads

Download data is not yet available.

References

Ade Prabowo, B., Adhistyo Wijoyo, T., Abdul Jabbar, U., & Andriani Putri, J. (2025). THE PERCEPTION OF D3 HOSPITALITY STUDENTS AT STIEPARI SEMARANG ON THE IMPORTANCE OF ENGLISH PROFICIENCY IN HOTEL AND RESTAURANT CAREERS: A QUANTITATIVE STUDY. Esteem Journal of English Education Study Programme, 8(2), 569–582. https://doi.org/10.31851/esteem.v8i2.18471

Aldamen, H., Almashour, M., Al-Deaibes, M., & Alsharefeen, R. (2026). AI as a reflective partner in EFL speaking: a qualitative study informed by cyborg psychology. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1786617

Aldamen, H., Almashour, M., Al-Deaibes, M., Jarrah, M., & Alsharefeen, R. (2026). Blended learning with AI role-play in English for tourism and hospitality. Social Sciences & Humanities Open, 14, 103067. https://doi.org/10.1016/j.ssaho.2026.103067

Andika, J. D., Andreevna, K. N., Herda, R. K., Savitskaya, E. S., Titania, F. N., & Ivashova, E. (2025). Investigating AI Usage in English Language Learning: Frequency, Preferences, and Perceived Effectiveness on Speaking and Writing Skills. Jurnal Wahana Pendidikan, 12(2), 263. https://doi.org/10.25157/jwp.v12i2.18734

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Worth Publishers.

Brinegar, M. (2023). CHATBOTS AS A SUPPLEMENTARY LANGUAGE LEARNING TOOL: ADVANTAGES, CONCERNS, AND IMPLEMENTATION. International Journal of Education and Social Science Research, 06(06), 223–230. https://doi.org/10.37500/IJESSR.2023.6615

Çelik, A. A., Balcioğlu, Y. S., & Altindağ, E. (2026). Multilingual AI chatbots in managing cultural expectations across diverse tourist populations: a mixed-methods analysis of smart tourism cities. International Journal of Tourism Cities, 1–23. https://doi.org/10.1080/20565607.2026.2666251

Ding, D., & Muhyiddin B Yusof, A. (2025). Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study. Humanities and Social Sciences Communications, 12(1), 1223. https://doi.org/10.1057/s41599-025-05550-z

Dong, Y., Zhang, K., Li, S., & Gu, X. (2026). The positive psychology of AI: a systematic review of generative AI’s impact on EFL learners’ motivation, anxiety, and well-being in higher education. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1762411

Elov, B., Kholikov, A., Abdullayeva, I., Mamadiyarov, Z., & Ruzikulova, A. (2025). Effectiveness of AI Chatbots in Promoting Informal Speaking Proficiency and Social Pragmatic Skills in Uzbekistan: A Multi-analysis Study. Computer-Assisted Language Learning Electronic Journal, 26(7 SE-Research Articles), 137–161. https://doi.org/https://doi.org/10.54855/callej.261234567

Farhane, H. (2026). Moroccan Secondary School Students’ Perceptions and Attitudes toward Using ChatGPT-Assisted Feedback to Improve English Speaking Skills. Journal of English Language Teaching and Applied Linguistics, 8(8), 06–19. https://doi.org/10.32996/jeltal.2026.8.8.2

Fauzi, A. R. (2026). A QUALITATIVE EXPLORATION OF CORPUS AND CHATGPT INTEGRATION IN HOSPITALITY ENGLISH LEARNING. JURNAL EDUCATION AND DEVELOPMENT, 14(2), 826–838. https://doi.org/https://doi.org/10.37081/ed.v14i2.7701

Febbyriane, S. T., & Febrianto, A. R. (2025). BRIDGING THE GAP: “INVESTIGATING THE NEEDS AND CHALLENGES OF ENHANCING ENGLISH PROFICIENCY AMONG HOTEL STAFF IN SEMARANG, INDONESIA.” Jurnal Bahasa Lingua Scientia, 17(1), 45–69. https://doi.org/10.21274/ls.2025.17.1.45-69

Hadistya, D. D. N. (2025). Students’ Perceptions of Chatgpt as A Speaking Partner in Tourism English Role-Play: Implications for Ai-Enhanced Language Learning. JLT Jurnal Linguistik Terapan, 15(1 SE-Articles), 50–60. https://jurnal.polinema.ac.id/index.php/jlt/article/view/6191

Han, D. (2021). An Analysis of Korean EFL Learners’ Experience on English Classes Using AI Chatbot. J-Institute, 6(3), 1–9. https://doi.org/10.22471/ai.2021.6.3.01

Hasanah, N., & Syah, N. A. (2025). Utilizing Artificial Intelligence and ChatGPT in English Learning: Students’ Perceptionand Challenges. ELOQUENCE: Journal of Foreign Language, 4(3), 664–682. https://doi.org/https://doi.org/10.58194/eloquence.v4i3.3110

Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610

Iswari, M. N. P., Santosa, M. H., & Indrayani, L. (2024). Transforming EFL Instruction: A Systematic Review of Chatbot Integration in English Language Learning. Jurnal Pendidikan Bahasa Inggris undiksha, 12(3), 302–309. https://doi.org/10.23887/jpbi.v12i3.92081

Ji, H., Han, I., & Bailey, J. (2026). Perceptions of Using Generative Artificial Intelligence Inside and Outside of Speaking Classes: Voices of English Language Learners. Journal of Interactive Learning Research, 37(2), 181–208. https://doi.org/10.70725/551450nkames

Lestari, V. A., Hilman, A., Purba, A. B., Mutawally, A. N., Pratama, R. T., Khasani, I., Ludovikus, Alfiansyah, D. M., Febriani, D., Natalia, I., Indriani, S., Grahana, C. I., & Putra, J. A. (2026). Exploring Students’ Voices on The Use of Chatgpt as A Speaking Partner in English Practice. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(3), 18967–18974. https://doi.org/10.31004/jerkin.v4i3.5046

Liu, Y., Park, J., & McMinn, S. (2024). Using generative artificial intelligence/ChatGPT for academic communication: Students’ perspectives. International Journal of Applied Linguistics, 34(4), 1437–1461. https://doi.org/10.1111/ijal.12574

Munir, B., Sulaiman, U., Rasyid, M. N. A., & Afiif, A. (2025). EFL Student’s Experiences with AI Chatbots: A Critical Discourse Analysis. Langkawi: Journal of The Association for Arabic and English, 11(1), 177–189. https://doi.org/10.31332/lkw.v11i2.11438

Nugroho, A., Putro, N. H. P. S., & Syamsi, K. (2023). The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations. Register Journal, 16(2), 224–247. https://doi.org/10.18326/register.v16i2.224-247

Pu, Q., Binti Allas, A., & Bin Jamaludin, K. A. (2026). Evaluating Artificial Intelligence Language Tools in English Language Learning for Flight Attendant Learners. Journal of Educational Technology Development and Exchange, 19(1), 110–136. https://doi.org/10.18785/jetde.1901.06

Rohmiyati, Y. (2025). Enhancing English Language Learning Through Artificial Intelligence: Opportunities, Challenges and the Future. DIAJAR: Jurnal Pendidikan dan Pembelajaran, 4(1), 8–16. https://doi.org/10.54259/diajar.v4i1.3344

Saptiany, S. G., Hartono, R., Mujianto, J., & Rustipa, K. (2026). AI-Driven Informal Learning to Mitigate FLSA : Speaking P ractice with ChatGPT ’ s Voice Conversation. Teaching English Language Journal, 20(1), 439–476. https://doi.org/https://doi.org/10.22132/tel.2026.498249.1763

Saptiany, S. G., Hartono, R., Mujiyanto, J., & Rustipa, K. (2025). Exploring the Role of ChatGPT Voice Mode in Reducing Foreign Language Speaking Anxiety Among Indonesian ESP Students. Educational Process International Journal, 19(1). https://doi.org/10.22521/edupij.2025.19.554

Simatupang, E., & Heryono, H. (2025). The Efficacy of Technology-Enhanced Task-Based Language Teaching: Evidence from Artificial Intelligence -Supported English Instruction. International Journal of TESOL Studies, 8(2), 219–239. https://doi.org/10.58304/ijts.250714

Wang, C., Zou, B., Du, Y., & Wang, Z. (2024). The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence. System, 127, 103533. https://doi.org/10.1016/j.system.2024.103533