<![CDATA[This study investigated the strategies used by an English teacher in preparing an elementary school student for an English speech competition, as well as the challenges encountered during the coaching process at MIN 1 Kota Kediri. This study employed a qualitative research approach with a descriptive design. The participants were an external English speech coach (T1) as the primary participant and a student who had won an English speech competition (S1) as the triangulation participant. Data were collected through interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The trustworthiness of the data was established through source and technique triangulation. The findings show that the teacher implemented six systematic strategies: memorization, pronunciation and fluency training, body language and performance training, repetitive practice and simulation, feedback and evaluation, and confidence building. The preparation process also faced several challenges, including students' difficulty in memorizing speech texts, pronunciation problems, nervousness, differences in individual abilities, and limited preparation time, which the teacher addressed through continuous guidance, repeated practice, and constructive feedback. These findings indicate that systematic, stage-by-stage coaching that combines linguistic and psychological preparation contributes positively to young learners' readiness and performance in English speech competitions.]]>
