Analisis Proses Pembelajaran pada Program Speaking di Harau Valley English School (HARVES)
This study examines the teaching process implemented in the speaking program at Harau Valley English School (HARVES), a Kampung Inggris institution in West Sumatra. Although the program emphasizes communicative speaking practice, tutors and learners continue to encounter various challenges during classroom instruction. Previous studies have mainly focused on teaching strategies and tutors’ challenges, with limited attention to the actual teaching process in speaking classes. Therefore, this study explores the teaching process as well as the challenges faced by tutors in teaching speaking and learners in learning speaking at HARVES. This study employed a qualitative case study design. The participants consisted of two tutors and three learners selected through purposive sampling. Data were collected through classroom observations using an observation checklist and semi-structured interviews. The observation focused on the stages of the teaching process, while the interviews explored the challenges experienced by tutors in teaching speaking and by learners in learning speaking. The collected data were analyzed thematically to identify recurring patterns and categories. The findings revealed that the teaching process followed five instructional stages: opening, stimulation, instruction/participation, closure, and follow-up. Tutors implemented learner-centered and interactive speaking activities to encourage active participation and communicative practice. However, tutors experienced several challenges, including limited instructional time, the need to address learners with diverse proficiency levels, difficulties in assessing speaking performance, and the unpredictable nature of speaking instruction. Learners also encountered four major challenges: inhibition, having nothing to say, low or uneven participation, and frequent use of the mother tongue during classroom interaction. This finding indicate that an organized and interactive teaching process supports speaking development, although its effectiveness is influenced by instructional and learner-related challenges. These findings provide practical insights for improving speaking instruction in non-formal English learning institutions, particularly Kampung Inggris programs such as HARVES.