Giving Voice to Future Hospitality Professionals:

Students’ Perceptions of Role-Play in Developing Self-Efficacy in Speaking English

Abstract

This study investigates how eleventh-grade hospitality students at SMKN 3 Payakumbuh perceive role-play activities in developing their self-efficacy in speaking English. Employing a descriptive quantitative design, the research involved 121 students selected through total sampling. Data were gathered using a 20-item questionnaire that measured five self-efficacy dimensions. Descriptive statistical analysis revealed that the students generally viewed the instructional technique positively. Among the evaluated aspects, the perception of role-play as a relevant speaking activity received the highest mean score (2.91), showing that learners found the simulations highly realistic for their vocational context. Furthermore, students demonstrated a strong willingness to participate (2.88) and the courage to continue speaking despite grammatical or pronunciation errors (2.89). Although emotional comfort recorded the lowest mean (2.65), it still fell within the positive category, indicating that speaking anxiety remained manageable. These findings suggest that implementing simulated workplace interactions effectively supports students’ psychological readiness to communicate. Consequently, language educators in vocational schools should consistently integrate practical role-play tasks to strengthen both the communicative competence and the self-belief of their learners.