Teaching Styles Used By English Teacher at SMA N 1 Kecamatan kapur IX

Abstract

This research explores the teaching styles of English teachers at SMAN 1 Kec. Kapur IX, examining how these styles impact student engagement and interest in English. Recognizing that each teacher has a unique style influenced by personal preferences and teaching goals, this study categorizes and analyzes teaching styles to assess their effectiveness in engaging students. Using a qualitative approach, three English teachers (two civil servants and one freelance teacher) participated in the study through a questionnaire. Data was analyzed through Gay et al.’s (2012) descriptive methods, including reading, memoing, describing, and classifying. Findings show that the hybrid or blended style is the most prevalent, as it accommodates multiple learning preferences, while the delegator or group style is least used. The study indicates that English teachers at SMAN 1 Kec. Kapur IX primarily use the hybrid or blended teaching style, which obtained the highest score (71). This style is valued for combining various teaching methods, helping cater to different student needs and maintaining their interest. The least utilized teaching style is the delegator or group style, which scored the lowest (55). This style, although effective for collaborative projects, may be less suited for structured English language instruction. The study concludes that the hybrid style’s flexibility aligns well with varied classroom dynamics, making it effective for fostering students’ interest and motivation in learning English.