TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE IN TEACHING ENGLISH SPEAKING

This study explored teachers' perceptions of the implementation of roleplay in teaching English speaking. Speaking is an important aspect of language learning; however, many students often struggle to express themselves. As a result, teachers would employ various methods to encourage participation in speaking activities, including roleplay. This study aimed to investigate how teachers perceive roleplay in teaching speaking and how these perceptions influence their classroom activities.
This research employed a qualitative approach. The participants of this study were two English teachers from the same school. The data were collected through semi-structured interviews to gain a direct understanding of teachers' views and experiences of implementing roleplay in their classes. The collected data were then analyzed using thematic analysis to identify recurring patterns and themes related to the teacher's perception.
The findings revealed that these teachers generally held positive perceptions of roleplay. Through its clear assessment, an increase in student performance and confidence. Overall, the results suggest that roleplay is perceived as a valuable method for supporting speaking activities in the classroom.