There have been pros and cons to learning grammar concerning Second Language Acquisition. This paper aims to investigate Hospitality and Tourism (HT) students’ and workers’ perceptions of the significance of English grammar which has not been widely discussed. This article reports a mixed-method study that was conducted using an online survey and involving 50 HT students and 50 HT workers across Indonesia. Interviews with 2 Human Resource Managers of international hotel chains were also performed to provide stronger validation. The findings revealed that HT students and workers do not hold a positive perception of learning grammar and should not comprehensively learn English rules since grammar mastery will insignificantly impact employability and career performance for most positions in that sector. However, it is suggested that those in higher positions learn the 6 most commonly used tenses to avoid misunderstandings that, to some degree, link to job promotions. Results also suggest that teachers of ESP for Hospitality prioritize students’ speaking fluency, listening, and vocabulary comprehension using the CLT and PBL teaching approaches. The research results are expected to build a more positive attitude toward English learning, thus fostering a better quality of human resources in the hospitality industry.

Background. Lexical bundles in textbooks are of paramount importance in foreign language learning. They provide a framework for new vocabulary acquisition and help to build fluency. Despite many studies on lexical bundles, investigations into their usage in EFL textbooks in the Indonesian context are still rare. Purpose. This corpus-based study examines the patterns and structural classifications of lexical bundles in EFL course textbooks for Indonesian senior high school students. As such, it could yield ready-made chunks of English which could be incorporated into students’ spoken and written communication. Method. The AntConc software version 3.5.9 was used to extract lexical bundles from five Indonesian Senior High School English textbooks. These books were endorsed by the government to be used across the country. The corpus revealed that the textbooks had 54,009 lexical bundles. In addition, the bundles were categorized into patterns and structural classifications based on Biber et al. (1999). Results. The results showed the patterns included three-word lexical bundles with 32,527 occurrences, four-word with 11,620, five-word with 6,073, and six-word with 3,789. Furthermore, eleven structural classifications of lexical bundles were found in the textbooks: “noun phrase + of phrase fragment” with 173 occurrences; “noun phrase + other post modifier fragment” with 44; “other noun phrases fragment” with 157; “prepositional phrase + of” with 13; “other prepositional phrases” with 243; “anticipatory it + verb phrase/adjective phrase” with 13; “passive verb + prepositional phrase” with 19; “copula be + noun phrase/ adjective phrase” with 30; “(verb phrase +) that- clause” with 59; and “(verb/adjective +) to- clause” with 239. Conclusion. Three-word lexical bundles were the most frequent in the senior high English textbooks. High frequency implies repetition of the bundles. Also, the other prepositional phrase fragment was the most frequent structural classification. Short bundles may have been intended to help students to retain vocabulary and recall the bundles in the usage. This study, therefore, provides valuable insights into the most common groups of words used in the Indonesian EFL textbooks. Pedagogically speaking, repeated bundles in English textbooks can familiarize EFL students with the patterns, and they can use them in spoken and written communication.

Native-speakerism is an ideology in foreign language teaching that believes that Native English Speaking Teachers (NESTs) have better competencies than Nonnative English Speaking Teachers (NNESTs). There are marked differences between NESTs and NNESTs in private classroom learning; for instance, the hourly fees of NESTs are much higher than NNESTs regardless of the long language teaching career. More importantly, there is hardly any research on Native-speakerism ideology from the perspective of nonnative English private tutors. This research, therefore, is conducted to give a broader conception of how NNESTs perceive the native-speakerism ideology in a private class context and contribute to the relatively unexplored area of language teaching. The data of this qualitative study were obtained through a small-scale interview with nonnative English private tutors. Results show that private learning, based on the informants' standpoints, is more oriented to making speakers able to use language skills to communicate fluently than to understand the target language culture, which NNESTs may not fully comprehend. The identity as a NEST and NNEST insignificantly affects tutors' linguistic and teaching competence. However, it significantly creates a massive gap in the teaching costs despite most NESTs' lack of classroom management skills and communication effectiveness to explain teaching materials due to language barriers.

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<p><em>English for Specific Purposes (ESP) in the hospitality industry context answers problems related to service quality in the hospitality industry. It is experienced by IBIS Style Hotel – Gajah Mada as part (branch) of the largest hotel franchise chain in Indonesia. IBIS Style Hotel – Gajah Mada feels that the work team must improve their English skills, especially when carrying out daily tasks and routines. It underlies the implementation of </em><em>Community Services (</em><em>ABDIMAS</em><em>)</em><em>, which involves Bunda Mulia University as the executor and IBIS Style as a partner. Realizing these problems, programmed (incidental) ABDIMAS activities were carried out, which were described in three stages</em><em>. First, the </em><em>initiation or understanding of problems and constraints faced by partners</em><em>. Second, the e</em><em>xecution or implementation of activities carried out to answer Partner problems which in this case is carried out through enrichment programs in 4 major themes developed in 12 meetings</em><em>. Third, the i</em><em>mplementation that focuses on the dissemination of academic work produced as a manifestation of the principle of transparency.</em><em> </em><em>Activities are measured quantitatively with four measurement components (educational, objective, accountable, and transparent). Analysis of the four measuring components shows that implementing programmed (incidental) activities is carried out well regarding impact, form, and benefits for all participants.</em></p>