IMPROVING ENGLISH SPEAKING COURAGE IN JUNIOR HIGH STUDENTS THROUGH THE USE OF ROLE-PLAY ACTIVITIES.

Abstract

This study aims to examine junior high school students’ courage to speak English through the use of Role-Play activities. Speaking courage, closely related to self-confidence and willingness to communicate, remains a common issue in English as a Foreign Language (EFL) classrooms, particularly among adolescents who are sensitive to peer judgment. This research employed a qualitative-dominant design to explore students’ real experiences, perceptions, and emotional responses toward Role-Play as a teaching strategy. The participants were eighth-grade students at a public junior high school in Indonesia. Data were collected through classroom observations, open-ended questionnaires, and students’ reflective responses, and were analyzed using thematic analysis. The findings reveal that Role-Play enhances speaking courage through three interconnected processes: the psychological effect of “hiding” behind a character, reduced cognitive load through preparation and simple scripts, and the development of supportive peer interaction. It is concluded that Role-Play functions not only as a communicative activity but also as psychological support that lowers emotional barriers in EFL speaking classrooms. The study implies that EFL teachers are encouraged to design low-anxiety, student-centered learning environments that foster both language proficiency and confidence building.