EXPLORING THE GAP IN GOVERNMENT MONITORING AND EVALUATION OF INDEPENDENT ENGLISH COURSES: A QUALITATIVE STUDY AT THE LANGUAGE ACCESS

Abstrak

This study aims to investigate how the profound absence of government monitoring and evaluation (M&E) influences the methods an independent English course uses to maintain teaching quality and to analyze the specific manifestation of educational decoupling within its daily operations. Utilizing a qualitative method with a single-case study design, the research focuses exclusively on the unfiltered experience of The Language Access. The primary data source involves the institution’s founder, Miss Elnoviamy Rifai, S.Pd., M.A., while secondary data are derived from institutional documents and administrative records. Techniques of data collection include an in-depth virtual interview and structured institutional observations, utilizing a semi-structured interview guide with the researchers acting as the primary instruments of inquiry. Data analysis is conducted through a qualitative descriptive approach to systematically extract narrative information regarding strategic management perspectives. Findings reveal a significant regulatory vacuum after the initial licensing phase, where government interaction drops to zero post-establishment. This structural gap forces the institution to implement self-regulatory initiatives, including routine internal evaluations and collaborative knowledge sharing, to substitute for absent external audits. Furthermore, educational decoupling manifests as a daily survival strategy, where formal bureaucratic rules are maintained for legal legitimacy but remain detached from actual classroom practices which prioritize student communicative needs. The implications suggest that independent courses serve as vital functional alternatives to formal schools by filling practical communication gaps. Ultimately, the study advocates for a shift in government policy toward active pedagogical support and a more practical edupreneurship focus in university education curricula.