FROM CLASSROOM SIMULATION TO REAL WORKPLACE INTERACTION: THE AIM, SEQUENCE, ROLE, AND INTERACTION (ASRI) METHOD TO ENHANCE SPEAKING PERFORMANCE IN ENGLISH FOR HOSPITALITY COURSES

Abstract

This study investigates the effectiveness of the Aim, Sequence, Role, and Interaction (ASRI) method in improving the English-speaking performance of hospitality students in vocational higher education. Extending previous applications conducted primarily in tourism-dominant settings such as Bali, this study examines ASRI in a non-tourist city context, thereby contributing to the ESP instructional literature. A quasi-experimental design with pre-test and post-test measurements was employed with 30 fourth-semester students from two classes at Politeknik Prasetiya Mandiri PSDKU Palembang, South Sumatra, Indonesia. The experimental group received ASRI-based instruction through six structured sessions, whereas the control group received conventional role-play instruction. Speaking performance was assessed in terms of fluency, accuracy, pronunciation, vocabulary, and confidence. The findings revealed a statistically significant improvement in the experimental group, accompanied by a very large effect size. Among the assessed components, confidence and vocabulary demonstrated the most substantial gains, suggesting that ASRI effectively facilitates professionally contextualized and goal-directed communication. These findings indicate that ASRI offers a replicable framework for developing workplace-oriented English communication skills among vocational hospitality students. Nevertheless, the study is limited by its small sample and single-institution setting, highlighting the need for broader multi-institutional research.