The Effect of Gallery Walk Technique on Students’ Speaking Skill

Journal of English Language and Education ISSN 2597- 6850 (Online), 2502-4132 (Print) Journal Homepage: https://jele.or.id/index.php/jele/index Article The Effect of Gallery Walk Technique towards Students’ Speaking Skill https://doi.org/10.31004/jele.v7i1.260 Linda Astuti Rangkuti1, Meida Rabia Sihite2, Jatra3 Universitas Alwashliyah Medan ABSTRACT The objective of this research is to investigate if Gallery Walk Technique significantly affects students’ speaking skill. The design used in this research was experimental research design. The population of this research was the students of grade X of SMA Pelita Bulu Cina. The total number of the population was 30 students. Cluster sampling technique was used in drawing the sample. So, 15 students were selected into the experimental group (X-I) and 15 students were selected into control group (X-II). Speaking test was used as the instrument of this research. The data were analysed by using Mann Whitne y Utest formula. It was found that the smaller U-observed value was 1. It was smaller than U-table value which was 64 at p = 0,05 (1 < 64). Thus, H a was accepted and Ho was successfully rejected. Thus, Gallery Walk Technique significantly affects students’ speaking skill. Keywords: Gallery Walk Technique, Speaking Skill Article History: Received 15th May 2022 Accepted 1st June 2022 Published 24th June 2022 INTRODUCTION In language learning, the four skills are described in terms of their direction. Language generated by the learning is referred to as productive. Language directed at the learner is called receptive. Another important idea is the channel, which refers to the medium of the message (aural/oral or written). Thus, speaking is the productive aural/oral skill. It consists of producing systematic verbal utterances to convey meaning. According to (Nunan, 2003, p.48) “speaking is the aural/oral skill because it consits of producing systematic verbal utterances to convey meaning”. In addition, Asatryan (2016, p.16) states that speaking is a process which is used in a variety of contexts of constructing and transferring meaning by using verbal and non-verbal symbols. It can be said that speaking plays a great role in English language learning and communication because someone can express his idea, feelings, thought and experiences by speaking. Indonesia’s curriculum of 2013 (K13) for teaching and learning English in Indonesia asks students to be able to communicate for both written and oral. The students in Indonesia are expected to be able to speak English as the successful of teaching a language process. *Corresponding Author: Linda Astuti Rangkuti, e-mail: Authors’Contribution: a-Study design; b-Data collection; c-Statistical analysis; d-Manuscript preparation; eFunds collection. © 2022 The Author.This article is licensed CC BY SA 4.0. visit Creative Commons Attribution-ShareAlike 4.0 International License. Journal of English Langaugeand Education volume 7 Number 1 2022 123 Copyright (c) 2022 Rangkuti, et al. The Effect of Gallery Walk Technique towards Students’ Speaking Skill But in fact, based on the preliminary research conducted at SMA Pelita Bulu Cina, many students are less competent in speaking. The students said speaking was very difficult. They were afraid of making mistakes and being laughed by his or her friends. Besides, they were shy and less confidence to speak English. Moreover, Ur (1996, p.121) states that there are several problems in speaking activities such as afraid of making mistakes in trying to speak a foreign language, being shy, cannot say anything, lack of participation, less opportunity, and used to speak by using mother tongue. In order to solve the problems, it is needed to know a strategy for helping students in speaking English. Therefore, teachers should help the students to overcome the problems by motivating them to speak. For this reason, teacher should use effective teaching strategy that encourage students to take part actively in the class. One of the effective strategies to overcome the complicated problems faced by the students in speaking is Gallery Walk Technique. Gallery Walk consists of two words, they are Gallery and Walk. Gallery is a space for displaying chart/poster. Meanwhile, Walk means an action where someone moves to another side. Thus, Gallery Walk can be understood as a cooperative learning technique used in the classroom in which the teacher devises several questions/problems and posts them on the walls, and the students look at them carefully and talk about the questions/problems that are posted on the wall. According to Caulfield and Jennings (2005, p.61) the Gallery Walk Technique is one of ways for students to add comments, questions and answers written on paper mounted on a wall by rotating clockwise in the classroom. This can provide an opportunity for students to participate in the classroom. Students can evaluate peer work after visiting every idea on the wall, making comments and suggestions. In addition, Francek (2006, p.27) describes that Gallery Walk is a discussion technique that gets students out of their chairs and into active engagement. The advantage of the technique is its flexibility. A Gallery Walk holds a variety of benefits for students and teachers alike. The Gallery Walk is a powerful opening, closing, or review activity. In this activity, participants write on various pieces of chart paper that they have taped to the training room walls. Moreover, France in Mulyani (2014, p.20) states that Gallery Walk is a teaching technique that involves all the students to follow the activity actively and walk around the class in discussing the important subject. Hogan et al. (2011) state that Gallery Walks are utilized in creating the new atmosphere in the classroom. It means that Gallery Walk Technique presents different condition where the students have team work to discuss problems or questions that are posted on the wall. Gallery Walk is defined as the instructional activity which the students go around the class and actively contribute the activity by examining, questioning, exchanging ideas, responding to the peers, and formulating their own thoughts (Taylor in Sujannah and Utami, 2017). Furthermore, Johnson (2006) declares that the implementation of using Gallery Walk, as follows: 1) the teacher hangs up three or more large piece of butcher paper in the room. At the top of one is label “Comment.” Another is labeled “Questions.” The third is titled “Personal Responses;” 2) they are all asked to walk around the “gallery” to see what the pictures are about; 3) after students have completed seeing, they are instructed to write down their thoughts for each of the three categories listed on the butcher paper; 4) finally, students take their seats and discuss what they have seen. They may ask for clarification of comments, suggest answers to questions, or build on or questions responses. Based on the explanation above, it can be concluded (...truncated)