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All Journal JELLT (Journal of English Language and Language Teaching) English Learning Innovation (englie)
Kurniawati, Farida Nova
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : JELLT (Journal of English Language and Language Teaching)

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Understanding Teaching Style Differences and Its Contributions toward Learning Objectives between A Male and A Female Teacher Kurniawati, Farida Nova; Sonya Maria, Marcella; Syahra Putri, Rizky
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18058

Abstract

Every teacher has different style to teach their students. Therefore, this research investigates teaching style differences between a male and a female teacher, the development of the students’ learning style from teachers’ teaching style, and its contributions toward learning objectives. This descriptive qualitative research used observation, students’ response journal, field note, and video recording to collect the data. The researcher analyzed the data by using theory from (Grasha, 1996) for analyzing teaching style used by a male and a female teacher. Theory from (Kolb, 1984) was used to analyze learning style of the students. The result shows that there are no significant differences of teaching style used by a male and a female teacher. Converger, accomodator, and diverger are learning styles which are used by the students. The students who have converger and accommodator for their learning style have more active contributions in the classroom. Keywords: Teaching Style, Learning Objectives, Male Teacher, Female Teacher
Teachers’ Perspectives on the Ideology of Native-Speakerism: A Case Study in West Jakarta Maria, Marcella Sonya; Kurniawati, Farida Nova; Putri, Rizky Syahra
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i2.19469

Abstract

This study explores the perspectives of primary school English teachers in West Jakarta on native-speakerism and its impact on their teaching experiences. Native-speakerism, the belief that native speakers from Inner Circle countries are superior in language proficiency and teaching ability, continues to influence educational practices worldwide. The research investigates how this ideology shapes teachers' opinions on the value of foreign teachers, their reactions to native-speakerism in the classroom, and their personal experiences with this dominant teaching paradigm. Data were collected through semi-structured interviews with three English teachers from National Plus Schools. Findings reveal that while teachers acknowledge the perceived advantages of native speakers, such as superior pronunciation and authoritative teaching materials, they also challenge the notion that nationality is a determining factor for teaching effectiveness. Teachers emphasized the importance of proficiency and motivation over nationality and accent, suggesting a more inclusive approach to language teaching. The study contributes to the growing body of literature critiquing the native-speakerism ideology and advocates for a more equitable and diverse perspective on English language teaching. Future research could examine the implications of native-speakerism at various educational levels and its influence on teacher identity and hiring practices.
Co-Authors Maria, Marcella Sonya Putri, Rizky Syahra Sonya Maria, Marcella Syahra Putri, Rizky