Blended Tourism-Based English Learning in Indonesian Vocational Education: Integrating AI, Gamification, and Flipped Classroom
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Abstract
English instruction in Indonesian vocational tourism education often lacks contextual alignment with real-world communication demands, resulting in limited student engagement and skill acquisition. This study designed and tested a blended learning strategy that integrates flipped classroom, Think-Pair-Share (TPS), gamification, and Artificial Intelligence (AI)-based feedback. A quasi-experimental design was conducted with 38 fourth-semester students from the Hotel Division Management Program at Politeknik Pariwisata Medan. Data were collected through pre- and post-tests on speaking and listening, motivation questionnaires, and classroom observations. The intervention led to significant improvements in speaking (N-Gain = 0.50) and listening (N-Gain = 0.52) competencies. Students showed increased motivation and active classroom participation. A strong positive correlation (r = 0.71, p < 0.01) was found between motivation and language performance. Participants also reported high satisfaction with AI-based feedback, particularly in sentence construction, pronunciation, and confidence. The integration of contextual learning, collaborative pedagogy, and adaptive technology offers a promising direction for English language teaching in vocational settings. The study recommends embedding industry-relevant content and AI-driven feedback into curricula to enhance learners’ communicative competence in tourism-related professions.
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