This study was conducted to describe various teaching methods
implemented by English teacher in the fourth and fifth grades of Muhammadiyah
primary schools. This study was descriptive qualitative research. The data were
collected through directly observed teaching and learning process from teacher of
Muhammadiyah primary schools.
The method of this research was an ex-post facto. This research was
involving four different primary schools as the settings of the study and five
teachers as the subjects of the study. Since this study is qualitative in nature, the
researcher becomes the key instrument in that he interpreted or gave meaning on
the data that have been collected. As the design of this study was a multi-case
study, this kind of study employed multiple methods of data collection, i.e.,
observations, photographs, and video recordings. The instruments was
researcher‟s classroom observation checklist. Based on the findings, it is found
that teachers were not using any specific method in the class. Whatever method
suits, they instantly follow that method and they are doing this unconciously. It is
like mixing of various methods. There were 6 methods that had been implemented
by the English teachers who became the subjects of this study from 1 to May 20,
2018. These methods were classified as Grammar Translation Method, Direct
Method, Audio-Lingual Method, Communicative Language Learning Method,
Total Physical Response Method and Reading Method. From the findings, it was
evident that in case of English language teaching of TEYL, most of teachers
followed Grammar Translation Method. These findings were supported by the
findings of the researcher‟s own checklist.