<![CDATA[This study examines the teaching process and the challenges faced by tutors and learners in the speaking program at Harau Valley English School (HARVES), a Kampung Inggris institution in West Sumatra. Previous studies have mainly focused on teaching strategies and tutors’ challenges, with limited attention to the actual teaching process in speaking classes. Using a qualitative case study design, this study involved two tutors and three learners selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings showed that four of five instructional stages were implemented: opening, stimulation, instruction/participation, and closure, while follow-up was not implemented. Tutors used interactive speaking activities, but faced challenges related to limited time, diverse learner proficiency, speaking assessment, and the unpredictable nature of speaking instruction. Learners experienced inhibition, lack of ideas, low or uneven participation, and mother-tongue use. These findings indicate that interactive and organized speaking instruction can support communicative practice, although its implementation is influenced by instructional and learner-related challenges.
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