FACTORS SHAPING EFL STUDENTS' SPEAKING DIFFICULTIES DURING ROLE PLAY ACTIVITIES: A THEMATIC ANALYSIS
DOI:
https://doi.org/10.23969/jp.v11i03.59147Keywords:
speaking difficulties, role play, linguistic factors, psychological factors, environmental factorsAbstract
Speaking difficulties remain one of the major challenges faced by English as a Foreign Language (EFL) learners, particularly during communicative activities such as role play that require spontaneous interaction. This study aimed to explore the factors shaping students’ speaking difficulties during role play activities in an Indonesian senior high school EFL classroom. A qualitative approach using a basic qualitative study design was employed. Seven eleventh-grade students were selected through criterion-based purposive sampling. Data were collected through semi-structured interviews and non-participant classroom observations and analyzed using Braun and Clarke’s (2022) thematic analysis. The findings revealed three major factors shaping students’ speaking difficulties during role play activities: linguistic factors, including limited vocabulary, grammatical difficulties, and pronunciation problems; psychological factors, including nervousness, fear of making mistakes, and lack of confidence; and environmental factors, including audience behavior, peer reactions, peer support, and limited opportunities to practice English. The findings suggest that speaking difficulties are influenced by linguistic, psychological, and environmental factors. Therefore, communicative speaking activities should be designed to support students’ linguistic competence, psychological readiness, and supportive classroom environments.
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