In particular, the teacher plays essential roles in assisting the learners to achieve the goals of learning. To improve the learners' capacity to the higher level maximally, the appropriate scaffolding strategy is needed. This study aimed to describe the implementation of scaffolding strategy used by teachers at Speaking English Course at Kampung Inggris Pare, East Java. This place is one of the biggest non-native English environment in Indonesia that provides an alternative way to improve learners' speaking ability outside formal education. This study was descriptive qualitative research using observation, interview, and documentary. The participants were two speaking teachers that were elected by purposive sampling. It was found that the scaffolding strategies that used by the teachers were set and share the goal of the study, offering an explanation, providing hint, modelling, verifying and clarifying learners' understanding, inviting the learners' participation, reformulation, verbal prompt, giving feedback, and drillings. These are some stimulations for the learners to be independent.

A successful learning process is determined by teaching strategies that are used by teachers. The strategies will affect the learning output of students. Many graduated students claim that they need more experience to study English. One alternative way to improve their ability is to join an English Course in Pare East Java-“Kampung Inggris”. The aim is to investigate how teaching speaking is done and what the strategies used to make and help students to speak in fun way. The focus of this research is to expose the uniqueness of those strategies. It belongs to ethnography research using observation, interview, and documentary. The populations are from four English courses that were elected by purposive sampling. The result shows that the most often teaching speaking strategies are pronunciation class, grammar for speaking, academic speaking, impromptu and public speaking.