STUDENTS’ PERCEPTION ON ROLE-PLAYING STRATEGIES FOR OVERCOMING SPEAKING ANXIETY IN ENGLISH LEARNERS AT SENIOR HIGH SCHOOL ADABIAH 1 PADANG

Abstract

Speaking anxiety is a common challenge faced by students learning English as a foreign language. It was often hindering their ability to participate in oral communication activities. This study aimed to explore students’ perceptions of role-playing strategies in reducing speaking anxiety and improving English-speaking performance at Senior High School Adabiah 1 Padang. This studay were used a descriptive method. The data were collected through in-depth interviews with five students who were identified as experiencing high levels of speaking anxiety. Thematic analysis revealed that speaking anxiety manifested through fear of negative evaluation, communication apprehension, and test-related nervousness. However, the implementation of role-playing activities significantly contributed to lowering anxiety levels by providing a safe, structured, and engaging context for students to practice English. The participants reported that role-playing helped them feel more relaxed, confident, and willing to speak in class. The findings suggested that role-playing was an effective instructional strategy that supported both the affective and communicative needs of learners, and its integration into language teaching fostered a more inclusive and supportive classroom environment