Nama : Lenggahing Asri Dwi Eko Saputri
NIM : 24/552724/SSA/01266
Needs Analysis Report
Tourism and hospitality Industry especially hotel is one economic sector that supports
the economic development in Indonesia. Hospitality industry demands professionals with
strong communica�ve competence and a deep understanding of hotel-specific language and
cultural nuances. In the hospitality industry, the front office department plays a crucial role as
the frontline of the hotel. It serves as the first point of contact for guests and is responsible
for delivering high-quality service that shapes the overall guest experience. The front office
staff handles reserva�ons, check-in and check-out processes, guest inquiries, and other
essen�al services. As such, their performance greatly influences customer sa�sfac�on and the
hotel’s reputa�on.
Furthermore, preliminary observa�ons and interviews with Front Office Managers and
Training Manager from several leading hotels in Semarang such as Padma Hotel Semarang and
Gumaya Tower Hotel Semrang have revealed a significant gap between competencies of
interns and the hotel expecta�ons, par�cularly in serving interna�onal guests.
These interns typically come from two different educa�onal backgrounds that are
hospitality schools and non-hospitality programs such as Applied English. Interns from
hospitality schools generally have a good understanding of hotel standard opera�ng
procedure and the overall workflow of the front office. However, many of them have
difficul�es in communica�ng in English, which is crucial in an interna�onal hotel environment.
Their limited English proficiency can result in miscommunica�on, reduced service quality, and
guest dissa�sfac�on.
On the other hand, interns from non-hospitality backgrounds, such as Applied English
programs generally have a good English proficiency. They can communicate fluently with
interna�onal guests. Nevertheless, their lack of exposure to basic hospitality concepts, hotel-
specific terminology, and standard opera�ng procedures o�en leads to confusion and
inefficiencies in prac�cal se�ngs.
In sum, the two groups complement each other: one has procedural exper�se but
needs language prac�ce, the other has general language skills but needs content learning. A
needs analysis therefore aims to bridge this divide. Indeed, English for Specific Purposes (ESP)
methodology stresses that materials must be based on the learners’ actual situa�on. ESP has
become a crucial aspect of language instruc�on, par�cularly for students preparing for careers
in specialized industries like hospitality.
Front Office Department as a core element of the hospitality industry, demands
proficiency in English for communica�on and ensuring that service standards are met. Interns
o�en face challenges in acquiring the specific language skills required for their field, including
understanding terminology, giving clear instruc�ons, and handling customer interac�ons
effec�vely. This study adopts a linguis�c approach to developing ESP authen�c materials and
assessment for English for Front Office in response to these needs. A linguis�c approach
focuses on understanding the role of language in specific contexts and tailoring instruc�on to
meet students' communica�ve needs in those environments. By u�lizing this approach, the
writer aims to address the gaps in language learning and provide students with the tools to
func�on proficiently in real-world situa�ons.
Therefore, the writer tries to draw a framework of English competences needed by the
target learners as follows:
1. Listening and speaking skill
Listening skill has become the major skill that should be possessed by the front liners
since it is important to understand somebody else's need. It could create a mess if a
front liner does not understand the guests' needs, supervisor's needs or even
colleagues' needs. At the second place is speaking skill. In order to have a good
communica�on, listening and speaking are both needed.
2. Reading and wri�ng skill
Interns should also be comfortable reading reserva�on documents, shi� notes, or
guest requests, and wri�ng brief texts (such as emails or incident reports). Although
o�en secondary to spoken interac�on, these skills support tasks like no�ng a guest’s
special request or comple�ng check-out paperwork.
3. Specific English materials
Specific English materials related to the job descrip�on of front liners are needed such
as handling guests' reserva�on, handling check-in and check-out, telephoning and
handling messages, handling complaint, describing hotel and rooms facili�es, giving
direc�ons and so forth.
4. Intercultural competence
Since many guests come from varied cultures, interns must use culturally appropriate
communica�on, avoid idioms or culturally specific jokes, adjust politeness levels, and
be aware of customs. In addi�on, sensi�vity to cultural norm is cri�cal to preven�ng
misunderstandings. For example, service staff might need to speak more slowly or
rephrase if a guest is non-na�ve.
Based on the result of the need analysis above, the writer proposed to develop ESP
authen�c materials and assessment for English for Front Office. In line with Hutchinson &
Waters’ ESP framework, all course content must be �ghtly linked to real front-office
situa�[Link]�[Link]. Key design implica�ons include:
1. Authen�c materials
Teaching resources should be drawn from actual hotel sources. For example, lesson
dialogs can use transcripts of genuine front-desk interac�ons; listening exercises
can use recordings of guest check-ins; readings can include real reserva�on forms,
billing statements, or brochure excerpts. Using such authen�c texts ensures that
learners encounter the specialized register in context.
2. Task based ac�vi�es
Classroom ac�vi�es should mirror on-the-job tasks. For instance, students might
role-play a complete check-in scenario: one plays the guest, another the
recep�onist, with a checklist of ac�ons (gree�ng, confirming reserva�on, offering
ameni�es). Other tasks include handling a guest complaint, direc�ng a guest to
local atrac�ons in English, or processing a reserva�on change. These simulated
tasks integrate both language (speaking and listening) and content (front office
steps).
Assessment in this ESP course should also be authen�c. Rather than relying on writen
grammar tests, students should be evaluated on integrated tasks. The assessment should be
more emphasized on oral assessment since it is related to listening and speaking as the most
needed English skills f or Front Office department. Thus, it is assumed that role-play would be
suitable for the oral assessment. However, writen assessment is also needed since it is
interrelated to the oral assessment. Class assignments and homework would also be given to
the students to check their understanding and comprehension of the material given.
