<![CDATA[This study explored the teaching style of an English teacher at SMP IT Cordova Samarinda using Grasha’s Teaching Style Model (1996), which identifies six types: Expert, Formal Authority, Personal Model, Facilitator, Delegator, and their combinations. The model emphasized how teachers delivered content, interacted with students, and structured the learning environment. A qualitative case study design was applied, focusing on one teacher to gain an in-depth understanding of instructional practices within a real classroom. Following Creswell’s (2013) view, a single case can provide deep insights when purposefully selected. Data collection included classroom observations, semi-structured interviews, and analysis of instructional documents. The teacher predominantly used Delegator, Facilitator, and Personal Model styles. These approaches promoted student independence, encouraged collaboration, and fostered a more active and competitive learning environment. The study highlighted that such methods helped meet diverse student needs and enhanced engagement. However, challenges were also noted, including the time-consuming nature of these styles and their limited effectiveness for students who relied heavily on direct teacher guidance. While the study's single-participant design limited generalizability, it still offered meaningful insights into the role of teaching style in Indonesian secondary education. The presence of the observer may also have influenced classroom behavior. In conclusion, the findings suggested that professional development programs should focus on varied experiential training to better support junior high school students. The study also recommended further research involving different subjects or educational levels to expand the understanding of effective teaching practices.]]>
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