BECOMING COMPETENT ENGLISH TEACHERS (Case Study Of English Tutors At Future English Education Center (FEE Center) Kampung Inggris Pare)

LUTFI SHOIRIN NAJAH, 126203212113 and SUSANTO, 197308311999031002 (2025) BECOMING COMPETENT ENGLISH TEACHERS (Case Study Of English Tutors At Future English Education Center (FEE Center) Kampung Inggris Pare). [ Skripsi ]

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Abstract

Shoirin Najah, Lutfi. NIM. 126203212113. “Becoming Competent English Teachers: Case Study of Tutors at Future English Education Center (FEE Center)" English Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisor Dr. H. Susanto, S.S., M.Pd. Keywords: pedagogical competence, professional competence, English tutor, Kampung Inggris Pare, FEE Center This qualitative case study investigates how tutors at the Future English Education Center (FEE Center), an English language education institution in Kampung Inggris, Pare, Kediri, enhance their pedagogical and professional skills. Unlike formal teacher education programs, the FEE Center offers a one-year intensive program designed to equip individuals with the competencies required to become effective English language instructors. This study focuses on identifying specific strategies employed by tutors to improve their teaching abilities within a non-formal education context. The data in this study consists of statements and descriptions. Data were collected through semi-structured interviews and classroom observations. The study involved two tutors with diverse academic backgrounds and teaching experiences as the research subjects. From these subjects, data related to how they improve their pedagogical and professional competence were collected. Through thematic analysis, it was found that (1) the tutors’ pedagogical skills were developed through organized training activities such as microteaching, shadow teaching, and reflective practice. Tutors also applied interactive techniques such as educational games, peer observation, and student feedback to tailor lessons to learner needs. (2) Regarding professional competence, tutors demonstrated professionalism through strong communication skills, teamwork, leadership, and effective time management. Institutional support such as mentoring programs, financial assistance for training, and reward systems also contributed to their professional growth. Overall, this study reveals that teacher competence improvement in non-formal contexts like the FEE Center can be achieved through a combination of structured training, personal initiative, and supportive institutional policies. The study highlights the importance of continuous learning, reflective teaching, and organizational support in preparing competent and professional English language educators.

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