Improving Communicative Competence through Montessori-Cambridge: A Case Study in Non-Formal Education

Abstract

This study, titled Challenges and Teaching Strategies in Implementing Montessori-Cambridge to Improve Students' Communicative Competence at FL Haus Cilegon, explores the pedagogical dynamics within a non-formal educational institution in Indonesia. Using a descriptive qualitative methodology, the research investigates the challenges faced by educators and the strategies employed to enhance students’ communicative competence. The findings reveal that one of the primary challenges is the diversity of student learning styles, which demands adaptive and personalized teaching approaches. Through interviews, documentation, and observations, the study identifies three dominant strategies used by teachers: Communicative Language Teaching (CLT), Interactive Strategies, and Indirect Strategies. Furthermore, the implementation of the Montessori-Cambridge approach at FL Haus Cilegon is not fully integrated; instead, both frameworks are applied in a complementary manner, aligned with digital trends and the evolving characteristics of learners in the modern era. This research contributes to a deeper understanding of hybrid pedagogical models in non-formal education settings and offers insights for educators navigating similar contexts.