<![CDATA[Role play can support English language teaching, but its implementation may present challenges for teachers. This study examines how an English teacher at Madrasah Aliyah Swasta Islamiyah Batahan Silaping applied role play and addressed difficulties during lessons. Using a descriptive qualitative approach, the study drew on a semi-structured interview with one experienced teacher. The data were analyzed through reduction, display, and conclusion drawing. The teacher reported preparing materials and dialogues, organizing students into groups, guiding and monitoring activities, and providing assessment and feedback. Reported challenges included limited student vocabulary, differences in English proficiency, low self-confidence, uneven participation, classroom management difficulties, time constraints, and difficulties providing feedback. The teacher responded by simplifying materials, providing vocabulary support, using smaller groups, allowing more practice time, and encouraging less active students to participate. These findings identify preparation, teacher guidance, classroom management, and practice time as practical considerations for implementing role play in this setting.]]>
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