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All Journal International Journal of Language, Education, and Literature (IJLEL)
Amirullah
Universitas Negeri Makassar
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.
Co-Authors Abdul Halim Asridawati Asridawati Ibnumal Ibnu Muhammad Tahir