The Effect of Front-Desk Roleplay in Enhancing Hospitality Students' Speaking Skills

Safira Nur  Azizah; Nur   Fauzia

doi:10.55909/jpbs.v5i3.1446

Authors

Safira Nur Azizah Program Studi Pendidikan Bahasa Inggris, Universitas Negeri Surabaya, Jawa Timur, Indonesia
Nur Fauzia Program Studi Pendidikan Bahasa Inggris, Universitas Negeri Surabaya, Jawa Timur, Indonesia

DOI:

https://doi.org/10.55909/jpbs.v5i3.1446

Keywords:

front-desk roleplay, speaking skills, hospitality student

Abstract

This study aims to examine the effect of front-desk roleplay in enhancing hospitality students’ speaking skills at the vocational high school level (SMK). The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design, involving thirty (30) hospitality major students who participated in the front-desk roleplay treatment. Data were collected using speaking skill tests administered before and after the treatment. The data were analyzed using descriptive statistic and statistical analysis such as paired sample t-test and effect size. The results showed significant improvement in hospitality students’ speaking skills after the implementation of front-desk roleplay treatment. The mean score of the pretest was 67.5, which increased to 77.8 in the posttest, indicating a gain of 10.3 points. Paired sample t-test also demonstrated a significant difference between pretest and posttest scores with p-value less than 0.05. Furthermore, the effect size was > 0.8, indicating a large effect based on Cohen’s criteria and suggesting that the treatment had a large effect on students’ speaking performance. Therefore, front-desk roleplay treatment can be considered an effective learning strategy for improving students’ speaking skills. By using front-desk roleplay, students engage in simulated real-life hotel scenarios that make the learning process more meaningful, create authentic learning experiences, and align with the actual communication demands of the hospitality industry.

References

An, H. T. T., & Ly, H. H. (2023). Teachers and Students’ Perception of Using Role Play to Improve the Scond-Year Students’ Speaking Skills in English for Restaurant and Hotel Operation Course. Journal of Science and Technology 229(03), 75 - 81

Ananta, B. D. B., Sholahuddin, M. F. T., & Waloyo, A. A. (2024). Exploring Student Perspectives in Amplifying Students’ Speaking Skills on English for Hospitality Internship. English Learning Innovation, 5(1), 53–63. https://doi.org/10.22219/englie.v5i1.30537

Aryani, F., Romadlon, F. N., & Nurcahyo, A. D. (2025). Vocational High School Students’ Difficulties in English Speaking Practice. Prominent: Journal of English Studies, 08(01), 25–38. https://doi.org/https://doi.org/10.24176/pro.v8i1.13204

Bada, D., & Olusegun, S. (2015). Constructivism Learning Theory/ : A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670

Dimastoro, N., & Bharati, D. (2022). The Effectiveness of Role-Play and Task-Based-Strategy to Teach Speaking to Students with Different Learning Styles. English Education Journal, 12(2), 192–204. https://doi.org/10.15294/eej.v12i2.53314

Dwinalida, K., & Setiaji, S. (2022). Planning an ESP Course Design in SMK Context Teachers’ Roles and Problems. Tarling/ : Journal of Language Education, 6(2), 305–318. https://doi.org/10.24090/tarling.v6i2.7252

Dwiyanti, A., & Lolita, Y. (2023). The Effectiveness of Role Play in Improving Speaking Skill of EFL Students. Proseding, 17(2), 138–148. https://doi.org/10.21107/prosodi.v17i2.17064

Fraenkel, J. R., Wallen, E. W., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Goulet-Pelletier, J., & Cousineau, D. (2018). A Review of Effect Sizes and Their Confidence Intervals , Part I: The Cohen’s d Family. The Quantitative Methods for Psychology, 14(4), 242–265. https://doi.org/10.20982/tqmp.14.4.p242

Handayani, I. R., Sadyana, I. W., & Pramesti, P. D. M. Y. (2024). Pelatihan dan Pendampingan Omotenashi untuk Siswa Jurusan Perhotelan SMK Negeri 2 Singaraja melalui Pendekatan Kontekstual. Seminar Nasional Pengabdian Kepada Masyarakat, 9(1), 579–585. https://eproceeding.undiksha.ac.id/index.php/SENADIMAS/article/view/471

Katemba, C. V, & Grace, R. M. (2023). Role-Playing Improves Speaking Proficiency Skills. Acuity: Journal of English Language Pedagogy, Literature and Culture, 8(2), 244–268. https://doi.org/10.35974/acuity.v8i2.3153

Kolb, A. Y., & Kolb, D. A. (2005). The Kolb Learning Style Inventory — Version 3. 1 2005 Technical Specifications. Experience Based Learning Systems, 1–72.

Namtapi, I. (2022). Needs Analysis of English for Specific Purposes for Tourism Personnel in Ayutthaya. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 409–439. https://so04.tci-thaijo.org/index.php/LEARN/article/view/256730

Pan, X., & Zhong, W. (2022). Teaching Spoken English for Hospitality Management Major in China. Journal of Hospitality, Leisure, Sport and Tourism Education, 30(February), 100375. https://doi.org/10.1016/j.jhlste.2022.100375

Prabandari, W., Taviprawati, E., Tarigan, E., Sariguna, P., Kennedy, J., Indonesia, U. K., Cahyaningsih, C., Octaviany, V., Majidah, M., Suryani, E., & Hidayati, H. (2023). Hospitality: Sejarah dan Perkembangannya dalam Manajemen Pariwisata. Jurnal Pemberdayaan Pariwisata, 5(2), 116–123.

Rababah, L. M. (2025). An Experimental Study of the Effectiveness of Role-play in Improving Fluency in Jordanian EFL Students’ Speaking Skills. World Journal of English Language, 15(4), 30–38. https://doi.org/10.5430/wjel.v15n4p30

Razak, A. (2017). Metode Riset: Menggapai Mixed Methods Bidang Pembelajaran Bahasa Indonesia. Pekanbaru: Ababil Press.

Yuni, R., Hendrita, R., & Syam, E. (2023). Improving Students’ Speaking Competence through Vlog Media At The First Year Of Madrasah Aliyah Negeri 3 Padang Panjang. Journal of Educational Management and Strategy, 2(1), 58–63. https://doi.org/10.57255/jemast.v2i1.249