<![CDATA[This study examines English teaching practices in a non-formal education setting through a qualitative case study at LKP Uswahedu in Wonokoyo. The focus is placed on three interconnected aspects: teaching strategies, tutors’ roles, and learners’ experiences of learning English. Data were gathered through classroom observations, semi-structured interviews with tutors and learners, and relevant institutional documents. The findings show that English teaching at LKP Uswahedu commonly involves communicative and interactive activities, the flexible use of teaching materials, and attention to practical language use in everyday contexts. Tutors are found to take on roles that extend beyond instruction, often acting as facilitators and sources of encouragement in the classroom. Learners describe their learning experiences as more comfortable and engaging, particularly noting reduced anxiety and a greater willingness to use English in daily communication. Rather than focusing on measurable learning outcomes, this study sheds light on how English teaching and learning are carried out and experienced in a non-formal educational context. These findings offer a context-sensitive perspective on English education in non-formal settings and may be relevant for educators and practitioners working in similar environments.]]>
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