THE INTEGRATION OF AI TOOLS IN TEACHING ENGLISH FOR FOOD AND BEVERAGE SERVICE STUDENTS (A DESCRIPTIVE QUALITATIVE STUDY IN ALOHA CRUISE ACADEMY ‘PROFESSIONAL TRAINING INSTITUTION FOR HOTELIER AND CRUISE SHIP STAFF’)
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Agni Kusti Kinasih, S.Pd., M.Hum
Aloha Cruise Academy Magelang
Keywords: AI tools, English for Hospitality, English Language Teaching (ELT)
Abstract
This study aimed at finding out the implementation of an AI tool, namely ChatGPT, and the other AI tools for generating audio and video, namely ImageFX (Imagen 3), Google AI Studio, Kling AI, CapCut, and Veo 3, in teaching English for the Food and Beverage Service Class taking place in Aloha Cruise Academy Magelang. Aloha Cruise Academy is a professional training institution for hotelier and cruise ship staff located in Magelang Regency of Central Java Province. This study uses a descriptive qualitative method to analyse the implementation of ChatGPT and other AI tools for generating audio and videos in Teaching English for Food and Beverage Service in Aloha Cruise Academy. The descriptive qualitative study explored in depth the teacher’s implementation of integrating the AI tools into the learning process. The main data source in this study is the semi-structured interview with the teacher of English for Food and Beverage Service Class, who used ChatGPT, ImageFX (Imagen 3), Google AI Studio, Kling AI, CapCut, and Veo 3 in the classroom. The interview aimed to understand how ChatGPT and the other AI tools were used, the benefits that the teacher felt, and the challenges that she faced. In addition to the semi-structured interview, this study also used participant observation to see how AI tools were applied in the classroom. The data analysis procedure consisted of collecting the data, displaying the data, analyzing and describing the data qualitatively, and drawing a conclusion. The results showed that the teacher used the aforementioned AI tools to develop realistic videos of server-and-guest interaction in a fine dining restaurant, utilized as model texts at the beginning of a lesson or as input texts for controlled to semi-controlled practice activities such as simple listening exercises (e.g., listen-and-repeat, fill-in-the-blanks, essay questions to identify the details, and true/false items). The benefits that the teacher felt after implementing AI tools in the classroom were contextualized language learning, multimodal learning experience for the students, both visual and auditory, cultural and situational awareness (i.e., authentic English-speaking environment, time-saving work, and less workload when creating dialogue scripts using ChatGPT, and increased self-confidence on the teacher’s part. Meanwhile, the challenges that she faced were huge time consumption during the preparation stage, especially when developing and editing the Veo 3 videos, and the amount of money that must be spent on the AI tool subscription.
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