This study analyses English teachers’ strategies in teaching kelas unggulan, focusing on their implementation of various teaching strategies. The findings reveal that teachers use various teaching strategies, such as Direct Instruction, Cooperative Learning, Small Group Work, Problem-Solving, and Role-Play, but do not address the 21^st-century teaching-learning approach of inquiry, discovery, critical thinking, communication skills, creativity, and digital literacy. Internal and external inhibiting factors, such as a shortage of training, limited mastery of teaching strategies, lack of professional development, and unfamiliarity with education technology, hinder teachers’ ability to apply these strategies effectively. To overcome these challenges, teachers seek random teaching strategies, participate in training outside of school, and collaborate with teachers who understand education technology. Internal factors include teacher confusion about students’ unreadiness and a lack of pedagogical competence. External factors include students’ lack of English proficiency, which can be addressed through practice time, vocabulary memorization, and repetition. However, these methods are no longer compatible with 21^st-century learning requirements. The study suggests that the concept of kelas unggulan should be reconsidered, and a new investment in teacher professional development is urgently needed.

Keywords: English teachers, teaching strategy, kelas unggulan, inhibiting factors

Ammar, M. D. (2022). English pronunciation problems analysis faced by english education students in the second semester at indo global mandiri university. Global Expert: Jurnal Bahasa Dan Sastra, 10(1), 1–7. https://doi.org/10.36982/jge.v10i1.2166

Annisa, M., Puspita, D., & Magdalena, I. (2022). Analisis kesalahan pelafalan bahasa inggris siswa sekolah dasar. Journal of Educational Review and Research, 5(1), 38-45. doi:http://dx.doi.org/10.26737/jerr.v5i1.3300

Banks, F., & Mayes, A. S. (2012). Early professional development for teachers. David Fulton Publishers.

Chasanah, Jihan Ilmiatul., Rasyid, Fathor., and Aini, Nurul. (2022). Investigating the English teaching at excellent class at mtsn 2 kota kediri. SELL Journal, 7(2),

DOI: https://doi.org/10.31597/sl.v7i2.823

D. Sarode, R. (2018). Teaching strategies, style and qualities of a teacher: a review for valuable higher education. International Journal of Current Engineering and Scientific Research (IJCESR), 5, 57-58 http://troindia.in/journal/ijcesr/vol5iss5part2/57-62.pdf

Dr. Hasnida, M.Pd. (2019). Buku pedoman pembinaan kompetensi mengajar (pkm)/micro teaching. STIT INSIDA.

Fitriani, N., Usman, N., Asrifan, A., posi, T., & ., S. (2022). The implementation of semantic mapping to improve students vocabulary mastery. La Ogi : English Language Journal, 8(2), 150-155. https://doi.org/10.55678/loj.v8i2.686

Harlina, Hariya., and Yusuf, Fazri Nur. (2020). Challenges of learning english in rural school. E-Journal UPI Jurnal Penelitian Pendidikan. Vol.20 (3). DOI: https://doi.org/10.17509/jpp.v20i3.28191

Jaya, H. P., Petrus, I., & Pitaloka, N. L. (2022). Speaking performance and problems faced by English major students at a university in South Sumatera. Indonesian EFL Journal, 8(1), 105-112. https://doi.org/10.25134/ieflj.v8i1.5603

Kasiyati. (2015). upaya peningkata kemampuan berbicara dalam bahasa inggris dengan menggunakan metode pembelajaran role play. Jurnal Ilmu Pendidikan LPMP Kalimantan Timur. Vol. 9(1), bulan Juni 2015. Halaman 55-66 ISSN: 1858-3105 URI: http://repositori.kemdikbud.go.id/id/eprint/15504

Kemala, Zia. (2016). An analysis of factors influencing the autonomous learners in learning English. ELTIN Journal, Vol. 4(1). DOI: https://doi.org/10.22460/eltin.v4i1.p%25p