<![CDATA[This study investigates the challenges English teachers face in developing students' speaking skills in EFL classrooms in Indonesia, as well as how teachers respond to these challenges through classroom teaching practices. In general, speaking skills are perceived as the hardest one for EFL students to acquire, particularly when their vocabulary knowledge is limited, their self-confidence is low, and they have few opportunities to use English actively. On the other hand, curriculum requirements emphasize the importance of communicative competence, which does not always align with actual classroom conditions. This study used a descriptive qualitative approach, with data obtained through semi-structured, in-depth interviews with an English teacher at the high school English teacher. The data were analyzed using reflective thematic analysis to explore the teacher’s experiences, perceptions, and instructional strategies in addressing speaking-related difficulties. The analysis revealed three main themes: challenges in teaching speaking skills, strategies used to improve students' speaking abilities, and teaching practices responsive to students' needs. The results of the study reveal that low student motivation, limited vocabulary, and limited supporting facilities, especially related to the use of digital media, are the main obstacles in speaking learning. To address this, teachers use strategies tailored to the classroom context, such as project-based speaking assignments, routine activities to enrich vocabulary, and selecting learning topics close to students' interests. In addition, teachers also give personal attention to students, especially those who experience learning difficulties or have emotional barriers, thus creating a safer and more supportive learning environment. These findings highlight the importance of reflective, flexible, and student-centered teaching practices in improving speaking instruction in EFL classrooms.]]>
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