Investigating English tutor’s strategies in teaching speaking to intermediate-level students at a private course: A case study

Nurpadillah, Nissa (2025) Investigating English tutor’s strategies in teaching speaking to intermediate-level students at a private course: A case study. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Speaking is one of the essential skills in English language learning, yet many EFL learners in Indonesia still struggle to speak fluently. In response, private English courses are often chosen as alternative learning environments that offer personalized strategies for speaking instruction. This study aims to investigate the strategies used by an English tutor in teaching speaking and explore students’ perceptions toward those strategies at a private English course. This study employs a qualitative approach using a case study design. The study was conducted at Mindsia Course, a private English course in Bandung. Participants included one English tutor and two classes of intermediate-level students. Data were collected through classroom observations, a semi-structured interview with the tutor, and questionnaires distributed to ten intermediate-level students. The data were analyzed thematically to identify patterns in teaching strategies and students’ responses. The findings show that the tutor applied various strategies, including games, storytelling, simulations, and presentations, with a clear structure across pre-, while-, and post-speaking stages. These strategies were implemented adaptively based on the learning objectives and learners’ needs. The questionnaire results revealed that students positively perceived the tutor’s strategies across cognitive, affective, and behavioral aspects. They believed the strategies improved their confidence, participation, and fluency in speaking. In conclusion, the use of diverse and context-based speaking strategies by the tutor contributed to learners’ speaking development and motivation. This study implies that private English courses should encourage tutors to apply flexible and student-centered speaking strategies to maximize learner outcomes.

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