Enhancing Students’ Speaking Skill through Gallery Walk Technique

Anwar, Farrah Zakiyah

doi:10.18326/rgt.v8i2.226-237

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…This is because the Galley Walk technique allows students to walk around and interact with one another. This affirms the findings of Anwar (2015) who found the Gallery Walk technique effective in enhancing the speaking skill of the students because it helps to motivate them to speak up and build their speaking confidence to speak in English. Students are given time and freedom to express themselves orally, within and outside their group, as they communicate and exchange ideas regarding the particular aspects and tasks of every station.…”

Section: Figure 4 Frequencies Of the Level Of Students' Oral English ...supporting

confidence: 87%

Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students

Cruz

Lopez²

2022

WJE

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The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implementation of the study, post-test was given, and results revealed differences in the students’ performance. Findings revealed that the students who were taught using the Gallery Walk technique showed improvement in reading comprehension and oral English language proficiency as compared to those who underwent the conventional teaching technique. In addition, students had positive feedback about the implementation of Gallery Walk. Finally, the study recommended the use of the Gallery Walk technique in teaching English 8 for enhancing reading comprehension and oral English language proficiency.

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Section: Figure 4 Frequencies Of the Level Of Students' Oral English ...supporting

confidence: 87%

Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students

Cruz

Lopez²

2022

WJE

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“…Each outline includes a specific question that relates to a key lesson topic. The method comes to an end with an oral presentation in which each group combines comments on a given topic (Cheng, 2006;Anwar, 2015;Namaziandost, Esfahani, Nasri, & Mirshekaran, 2018).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus

Abdulaal¹

2021

AWEJ

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Gallery Run (GR) is a classroom-based dynamic learning technique that promotes higher-order thinking and co-operative learning. This research study examined the influence of GR strategy on Saudi upper-intermediate English as a foreign language(EFL) learners’ oral skills. First off, 62 upper-intermediate EFL learners from a language school in Riyadh were opted and randomly sectioned into an experimental group and a control group. Then, the participants in the two groups were given a speaking pretest. The experiment group applied the GR technique in their classroom, whereas the control group received no treatment and continued with an ordinary classroom program. After two-month classes, a speaking posttest was given to the two groups. To analyze the data collected, Independent and Paired Samples T-tests were conducted. The results showed that the experimental group excelled and outperformed the control group. The results also showed that 25.8% and 48.3% of the participants agreed and strongly agreed respectively that the GR technique enhanced their self-dependence. Furthermore, 45% of the participants reported that the ambiance was delightful, which conduced to the amelioration of their speaking competence. Another significant result was that 61.2% and 19.3% of the learners strongly agreed and agreed respectively that GR reduced the levels of loneliness and social anxiety. Furthermore, 58.1% strongly agreed that the GR technique did not put them under any kind of stress, nor did it encourage social loafing. A final finding reported by the 48.4 % of the learners was that GR reduced their alexithymia, social anxiety, and self-monitoring.

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“…Gallery Walk enables students to investigate, explore, synthesise and evaluate (Namaziandost et al, 2018). Many studies on TnL of languages used the Gallery Walk technique, whether in the country or abroad, such as studies conducted by Chew and Sulong (2020), Jusoh and Daud (2020), Radzi et al (2020), Namaziandost et al (2018) and Anwar (2015). The results of the study by Chew and Sulong (2020) have found that the use of the Gallery Walk in learning Malay language writing did not have any influence on student achievement, i.e., there was no significant difference in the mean achievement score of the treatment and control groups.…”

Section: Introductionmentioning

confidence: 99%

The use of Jigsaw II technique in Malay grammar learning

Ahmad

Zainal

2023

Indonesian J. Appl. Linguist.

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The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.

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Enhancing Students’ Speaking Skill through Gallery Walk Technique

Cited by 7 publications

References 3 publications

Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students

Gallery Walk technique in enhancing reading comprehension and oral English language proficiency of junior high school students

The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus

The use of Jigsaw II technique in Malay grammar learning

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