English Teachers’ Teaching Styles and Their Effects on Students’ Reading Interest at Senior High School

Abstract

The purposes of this research were to identify types of teachers’ teaching style that English teachers applied during the process of English reading learning and to find out what type of teachers’ teaching style that affected the students’ reading interest of the students of Madrasah Aliyah Pondok Pesantren Darul Arqam Muhammadiyah Gombara Makassar. The researcher applied a descriptive qualitative research which was involved the English teachers of Madrasah Aliyah and their students. The data were collected by using observation checklist and interview in order to identify types of English teachers’ teaching styles. The researcher also used a questionnaire to support the data in order to find out the type of teaching style that affected students’ reading interest. The result showed that the teachers applied five teaching styles, based on Eric Gill’s Theory (2003), namely authority or lecture style, demonstrator or coach style, facilitator or activity style, delegator or group style and hybrid or blended style.; The teaching styles that dominantly used by the teachers are authority or lecture style and facilitator or activity style. The data also showed that the students’ reading interest related to the teachers’ teaching style could be formulated by facilitator or activity style. Since the facilitator or activity style focus on the students’ needs and goals and still notice the teacher-student interaction, the researcher suggests the teachers consider this studying when they teach without ignoring other styles and involve the students actively in the English reading learning process.