Using Gallery Walk Strategy to Improve Students' Participation in Speaking Activity

Authors

  • Neviana Wahyuni Universitas Tanjungpura
  • Sudarsono Sudarsono Universitas Tanjungpura
  • Clarry Sada Universitas Tanjungpura

DOI:

https://doi.org/10.26418/jefle.v3i1.56698

Abstract

This study aimed to improve the year-10 students"™ participation in speaking activities through the gallery walk strategy. Classroom action research was applied to conduct this study. The year-10 students of SMK Subur Insani Sambas in Academic Year 2020/2021 became the research participant. The researcher used an observation checklist and field note to find out and get data from the research participant. This study was conducted in two cycles. This research result showed good progress in improving the students"™ participation through the gallery walk strategy, even though only a few students participated enthusiastically in the speaking activity and had enough bravery to speak English in the first cycle. The researcher modified the gallery walk strategy in the second cycle to actively talk in English during the presentation, meaning the gallery walk strategy could improve the year-10 students"™ participation. The result showed the percentage of the students categorized as very active and active was approximately 71%. The researcher recommended that the gallery walk strategy can also be applied in the teaching and learning process.


Keywords: Gallery Walk, students"™ participation, speaking

References

Abdullah, M. Y., Bakar, N. R., & Mahbob, M. H. (2012). The dynamics of student participation in classroom: observation on level and forms of participation. Procedia-Social and Behavioral Sciences, 59, 61-70.

Anwar, F. Z. (2015). Enhancing Students’ Speaking Skill through Gallery Walk. Register Journal, 8, 226-237.

Aprila, F., Rosnija, E., & Rezeki, Y. S. (2017). Improving students' participation in speaking English using talk show technique. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 1-12.

Burns, A. (2010). Doing action research in English language teaching. New York: Routledge.

Crosthwaite, R. P., Bailey, R. D., & Meeker, A. (2015). Assessing in-class participation for EFL:considerations of effectiveness and fairness for different learning styles., ),. Language Testing in Asia, 5 , 1-19.

Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching & Learning Practice, 10, 1-

EdelMalizia, S. (2015). Pedagogical practice-Gallery Walk. 1-4.

Francek, M. (2006). Promoting discussion in the science classroom using gallery walk. Journal of College Science Teaching, 27.

Gonzalez-Cuevas, G., Rubio, M., Hernando, A., Alvarez, J. M., & Tavera, V. M.

(2017). Action research plan to boost participation in college students. 3rd International Conference on Higher Education Advances, HEAd’17, 1278- 1285.

Hakim, A. R., Anggraini, N., & Saputra, A. (2019). Gallery Walk Technique in Improving Students’ Speaking Skill. Journal of Linguistic and English Teaching (Script Journal), 26-37.

Hamzah, H. M., & Asokan, T. (2016). The Effect of Participation Instruction on ESL Students' Speaking Skills and Language Anxiety. International Conference of Higher Order Thinking Skills 2016 in Conjunction with 2nd International Seminar on Science and Mathematics Education, 1-11.

Mark, F. (2006). Promoting discussion in the science classroom using gallery walks. Journal of Collece Science Teaching, 27-31.

Downloads

Published

2024-03-05

Issue

Vol. 3 No. 1 (2022): July 2022

Section

Articles

License

  • Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons  Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  • Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
  • Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See  The Effect of Open Access).