The Implementation of Role-Play in Bartending Instruction: A Study of Student Perceptions

Abstract

This study aims to describe students’ perceptions of the implementation of the role-play method in bartending instruction in the Food and Beverage Service course. The study employed a quantitative method with a descriptive approach. Total sampling was used, involving all 82 students of the 2024 cohort in the Family Welfare Education Study Program, Universitas Negeri Jakarta. Data were collected through a closed-ended questionnaire adapted from A Scale for the Measurement of Role-Playing Ability and through observation, and were analyzed using descriptive statistics. The instrument covers five dimensions: ability to imitate, fantasy involvement, memory and attention, ability to fake, and ability to play unusual roles. The results show that students generally hold positive perceptions of role-play, as indicated by the predominance of “Agree” responses on nearly all statements, ranging from 43.9% to 65.9%. Perceptions were stronger for procedural aspects, such as following the service flow and carrying out scenarios. In contrast, aspects related to confidence, role immersion, imagining service situations, and remembering the bartender’s movements, gestures, and expressions still showed limitations. These findings indicate that the implementation of role-play should be complemented by reflection, evaluation, repeated role enactment, and adequate mentoring. As a descriptive study, it is not intended to determine the effect or effectiveness of role-play on learning outcomes.