This study investigates how Indonesian high school English teachers utilize roleplay
as a teaching strategy within the framework of Communicative Language
Teaching (CLT). Using a case study design, data were collected through classroom
observations, semi-structured interviews, and lesson plan documentation. The
results reveal that teachers follow a structured procedure: introducing the topic,
providing vocabulary support, assigning roles, allowing rehearsal, conducting
performances, and offering feedback and follow-up. Role-play is perceived
to
enhance students’ confidence, pronunciation, and peer collaboration. However,
teachers also encounter challenges such as student shyness, limited time,
and
language barriers. Despite these obstacles, role-play remains an effective method to
encourage authentic speaking practice. The findings highlight the importance
of
teacher flexibility and planning in adapting role-play to real classroom contexts.
This study contributes to understanding practical role-play implementation
and
offers insights for teacher training and future research.