<![CDATA[This study investigated the implementation of instructional procedures in teaching English speaking ability through self-introduction activities in a traditional boarding school. It aimed to explore how teachers implemented instructional procedures, examine teachers' and students' perceptions, and identify challenges during implementation. A qualitative case study was conducted with 23 Grade 10 students at a boarding school in East Lombok, Indonesia. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using Braun and Clarke’s thematic analysis supported by NVivo 14. The findings revealed that instructional procedures generally followed the stages of introduction, guided practice, and speaking performance, although inconsistencies in instructional sequencing, transitions, and time management reduced implementation quality. Teachers and students perceived the procedures as beneficial for promoting classroom interaction, participation, and speaking confidence through modeling, guided practice, and feedback. However, challenges remained, including limited vocabulary, speaking anxiety, low confidence, uneven participation, frequent first-language use, and contextual constraints within the boarding school environment. The study concludes that well-structured instructional procedures effectively support students’ English speaking ability, provided they are implemented systematically with appropriate scaffolding, balanced participation, and sustained opportunities for meaningful communication.]]>
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