This research aims to investigate 1) teachers’ perception of students’ participation in English class, 2) challenges and difficulties encountered by the teachers in maintaining students’ participation, and 3) teachers' strategies in maintaining students’ participation. This research implemented a descriptive case study as the research methodology. This research was conducted in one of the Senior High Schools in Karanganyar with 3 English teachers as the participants. The data were collected using questionnaires, interviews, and observations. The data were examined further through analysis based on the interactive model proposed by Miles, Huberman & Saldana (2014). The results indicate that 1) the teachers have a positive perception regarding their students’ participation: a) they had knowledge and prior experiences regarding this topic, b) they recognized various forms of participation in their students both active and passive, with slightly higher tendency towards passive participation, and c) teachers expressed positive feelings, opinions, and judgment related to their students’ participation, stating that their students' participation level is generally average. 2) There were several factors that posed the challenges and difficulties for the teachers in maintaining students' participation, including environmental factors, student-related factors, topic or teaching material factors, teachers-related factors, and learning facility factors. 3) Strategies that the teachers implement to maintain students’ participation: a) preparing students to be ready to follow the lesson: using ice-breaker games, reviewing previous material, and setting a positive and comfortable learning environment, b) questioning strategies: using open-ended and closed-ended questions, asking all the students, and pointing specific students, c) responses to the students' contributions: praising correct responses, tactfully correcting errors, and providing additional explanations, d) giving additional time to students: allow students time to understand, think, and articulate their responses, d) dividing students into some groups, f) giving additional scores for students who are willing to participate, g) classroom management strategies: periodically checking on students by walking around and encouraging quiet students, and h) other strategies including: using individual assistance, accustoming students to use English, and bringing the lessons slowly.
