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All Journal Pubmedia Jurnal Pendidikan Bahasa Inggris International Journal of Language, Education, and Literature (IJLEL)
Amirullah
Universitas Negeri Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media

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An Exploration of Teaching Style Used by Junior High School English Teacher in Teaching English Asridawati Asridawati; Amirullah; Muhammad Tahir
International Journal of Language, Education, and Literature Vol. 2 No. 1 (2025): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/dvspc980

Abstract

Teaching style is a crucial aspect of education because each teacher's unique approach can influence the success of the learning process. This study aimed to explore the English teacher’s implementation of teaching styles and students’ perception of these styles. A qualitative case study approach was used, with data collected through observations and interviews. Five participants were involved: one teacher and four students. The findings revealed that (1) the teacher consistently applied Grasha's five teaching styles: expert, formal authority, personal model, facilitator, and delegator. Among these, the facilitator style was most commonly used, supported by strategies like icebreaking and games to engage students and enhance motivation. (2) Students expressed positive perceptions of all teaching styles. The expert style facilitated understanding through clear explanations, while the formal authority style boosted students' confidence with constructive feedback and clear learning goals. The personal model style made it easier for students to grasp content through direct examples. The facilitator style promoted interactive learning and critical thinking with discussions and visual media. Lastly, the delegator style encouraged student independence by offering flexibility in task selection and completion time. Supporting strategies, such as games and icebreakers, helped create an enjoyable learning atmosphere, further motivating students to engage in the learning process. These findings demonstrate how diverse teaching styles contribute to creating effective and interactive learning experiences
The Implementation of Task-Based Language Teaching (TBLT) English Class for Secondary School Students: a Study at Madrasah Aliyah Radhiatul Adawiyah Makassar Ibnumal Ibnu; Amirullah; Abdul Halim
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/t5mx7q73

Abstract

This research aimed to explore teahcer’s perception regarding the implementation of cooperative learning in teaching reading to the eleventh-grade students at SMAN 16 Pangkep, a school located on a remote island. The study had four objectives: (1) to investigate the teacher’s perception of cooperative learning in the classroom, (2) to examine how cooperative learning is implemented by the teacher in teaching reading, (3) to identify the benefits and challenges associated with cooperative learning according to the teacher, and (4) to propose solutions to the challenges encountered in its application based on the teacher’s perception. The research was conducted at SMAN 16 Pangkep, focusing on a single subject, the English teacher herself. The instruments included in the research were observations and interviews. The result of the research showed that (1) The English teacher at SMAN 16 Pangkep views cooperative learning as a valuable strategy that fosters collaboration and shared responsibility among students. She actively seeks resources to better implement this method, showing a commitment to effective teaching. (2) In reading classes, cooperating learning involves clear objectives, appropriate texts, and small group activities. (3) Cooperative learning have proven to improve students reading abilities and academic development. However, challenges like managing group dynamics and ensuring equal participation exist. (4) To address these, the teacher uses reflective practices, continually adapting her methods to support all students and promote independent learning and critical thinking.
Integrated Torajan Indigenous Culture in English For Tourism Course Nilma Taula’bi; Syarifuddin Dollah; Amirullah
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 2 No. 4 (2025): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v2i4.2026

Abstract

This study explores the integration of Torajan indigenous culture into an English for Tourism (EFT) course to contextualize language learning while promoting cultural identity. Using a qualitative research and development (R&D) approach, cultural elements such as Rambu Solo’, Rambu Tuka’, Tongkonan houses, and Torajan proverbs were embedded into communicative English modules. Data were collected through needs analysis, interviews with lecturers and students, and pilot implementation. The findings indicate that integrating Torajan cultural content improves students’ tourism-related vocabulary, enhances motivation, and strengthens intercultural competence, while also reinforcing cultural pride. Challenges include limited availability of English-language materials on Toraja and the need for lecturer training in culturally responsive pedagogy. The study concludes that embedding indigenous culture in EFT fosters both global communication skills and sustainable cultural tourism
Perceived Subject Matter Knowledge of Non-English Teachers in Primary EFL Classrooms: A Qualitative Case Study Nur Fadilah Zahirah; Amirullah; Muhammad Arham
International Journal of Language, Education, and Literature Vol. 3 No. 4 (2026): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/sy4c4v37

Abstract

The implementation of English as a compulsory subject in Indonesian primary schools has increased the involvement of non-specialist teachers in English instruction. However, limited studies have specifically explored how non-English teachers perceive their own English subject matter knowledge in primary EFL classrooms. This study investigates how non-English teachers perceive and describe their knowledge of vocabulary, pronunciation, and grammar in primary school English teaching contexts. Employing a qualitative case study design, the study involved five classroom teachers teaching English in Grades 4–6 at a public primary school in Indonesia. Participants were selected through purposive sampling because they were responsible for teaching English despite having no formal educational background in English language teaching. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed two major themes. First, vocabulary was perceived as the most accessible and manageable component because teachers could rely on translation, textbooks, and digital tools to support instruction. Second, grammar and pronunciation were perceived as more challenging components due to uncertainty regarding grammatical rules, pronunciation accuracy, and limited formal preparation in English teaching. The findings indicate that non-English teachers possessed uneven perceptions of English subject matter knowledge, with stronger confidence in vocabulary than in pronunciation and grammar. The study highlights the importance of providing targeted professional development programs to strengthen the linguistic competence of non-specialist teachers involved in primary English instruction.
Co-Authors Abdul Halim Asridawati Asridawati Ibnumal Ibnu Muhammad Arham Muhammad Tahir Nilma Taula’bi Nur Fadilah Zahirah Syarifuddin Dollah