This study was conducted to discover the perception of English teacher about students’ passive participations in English classroom, with a focus on two junior high schools in Southwest Aceh. Previous research highlighted the impact of contextual variables on student engagement and teacher perspectives on this phenomenon. Building on these insights, this research aimed to explore how teachers’ perceive students’ passive participations and the strategies that were used by the teachers to make learning process more active. This was a qualitative research. Interviews were conducted with five English teachers with using semi-structured interviewed to collect the data. The findings indicated that factors such as student interest, self-confidence, language barriers, family support, and teaching methods significantly affected students’ passive participations. Teachers employed strategies to make learning process more active like group work, game-based learning, and technology integration to enhance student engagement. This study contributed to enhancing our understanding of student passive participations and informed effective teaching practices in EFL classrooms.