| dc.description.abstract | Teaching strategies are ways that are carried out by a teacher to achieve learning targets. The teaching strategy created by the teacher is a crucial aspect of learning activities. In the case of non-formal education, for example, English language courses, the use of learning strategies is different from that in schools in general. This difference occurs because of differences in objectives and systematic between formal and non-formal education. This study aims to determine the English teaching strategies used by tutors in non-formal education, Effective English Course (EEC) Jombang, especially in the general class program. The general class program has 3 levels; Basic Class (BC), Prospective Model Class (PMC), and Model Class (MC). This study uses a qualitative approach with a case study design. Researchers used two instruments which are observation and interviews. The research subjects were 3 tutors, consisting of the EEC director and 2 tutors of BC/PMC level and MC level. To analyze the data, the researcher used the data analysis method by Miles and Huberman (1992) by reducing the interview data according to the topic under study, then displaying the reduced data by describing the important points, and finally drawing conclusions by classifying the results of the related data.
The results of the study show that the tutors do not make a systematic lesson plan (RPP) like in formal schools in general. However, the tutors still prepare lessons well. Tutors prepare materials from various sources and also use teaching strategies. The method used by the tutors is based on the level of the student. At the BC and PMC levels, the tutor class tends to apply the drilling method, because at this level students focus on learning tenses and the student's achievement target is being able to communicate well in English. Meanwhile, at the MC level, the tutors apply the Improving Thinking Ability method. The tutor chose this method because the target achievement for the Intermediate class MC level was public speaking. The learning system at the MC level also tends to focus on discussions and presentations. Furthermore, in the EEC environment, the tutors use the direct method strategy where all students are pressured to use English while in the EEC area both inside and outside the classroom. This Direct method is applied as a support in improving students' communication skills Outside the classroom there are supporting activities such as meetings, expo programs, and performing arts. The tutors also carry out assessment activities on student activity both inside and outside the classroom. In addition, assessment activities in the form of exams and oral tests are also distributed as the final assessment.
In conclusion, based on the results of this study teachers are advised to prepare well for all the teaching needs. Teachers should also choose a suitable strategy based on students' abilities. Teachers could make activities outside the classroom as a support so that students are able to implement their knowledge in the real context. Then, teachers are advised to arrange activeness assessments of students and not rely on one assessment instrument. The strategies described in the findings can be a reference for teachers to apply learning strategies and can be studied more deeply for future researchers.
Keywords: English Teaching, Teaching Strategies, Non-Formal Education.
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