Exploring EFL The Implementation and Students’ Perceptions of Role-Play in English Speaking Activities

Abstract

Speaking is one of the most challenging skills for EFL students because they often experience speaking anxiety and have limited opportunities to communicate meaningfully in English. Role-play was selected as the focus of this study because it provides authentic communicative situations that allow students to practise speaking in realistic contexts while encouraging interaction and reducing speaking anxiety. This study aimed to describe the implementation of role-play in English speaking activities and explore students’ perceptions of its use in a Grade VIII classroom at a junior high school in Bogor, Indonesia. A qualitative case study design was employed involving one English teacher and six purposively selected Grade VIII students. Data were collected through classroom observation, semi-structured interviews, and documentation. The findings showed that role-play was implemented through several stages, including context building, instruction, vocabulary and expression introduction, modelling, guided practice, role assignment, performance, interaction, and feedback. Students generally expressed positive perceptions of the activity. Their cognitive, affective, and behavioral responses indicated that role-play was useful, enjoyable, confidence-building, and supportive of active participation in English speaking practice.