Hendri Dinata


The purpose of this study was to find out whether or not there is a significant difference on the ninth grade students’ speaking achievement who were taught by using Gallery Walk strategy and those who were not at SMP PGRI1 Palembang. The population of this study consisted of 154 ninth grade students of SMP PGRI1 Palembang in Academic Year of 2016/2017. There were 34 students taken as sample. Each group consisted of 17 students as experimental group and 17 students from class as control group. The sample of this study was taken by using purposive sampling method. In this study, the researcher used pretest-posttest non-equivalent group design. The instrument used in collecting the data was oral test in the form of presentation. The test was administrated twice as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) Statistics 21. The result showed that “there was means significant difference from students posttest score in experimental and control group, it was found the p-ouput (Sig.2-tailed) was lower than 0.05 level and t-obtained (12,505) is higher than t-table (1.756). So, the Ho (the null hypothesis)was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ listening comprehension achievement taught using Gallery Walk strategy than students who were taught by using teacher’s strategy.

Keyword: gallery walk, speaking achievement 


Full Text:



Alonso, S. (2011). The importance of teaching listening and speaking skills. Retrieved from SeguraAlonso2013.pdf.

Anwar, F. Z. (2015). Enhancing students’ speaking skill throughgallery walk technique (a classroom action research at the first grade students of smamuhammadiyah (plus) Salatiga in academic year 2014/2015) (Gaduating Paper).Salatiga, ID: English Education Department of State Institute for Islamic Studies (IAIN).

Bailey, K. M. (2005). Practical English language teaching: Speaking. New York, NY: McGraw-Hill ESL/ELT.

Berne, J. I., &Blachowich, C. L. Z. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314–323. Retrieved from: doi/ 10.1598/RT.62.4.4/abstract.

Bjursater, U. (2004). Speaking styles and phonetic variation. Department of Linguistics. Stockholm university.

Bowman, L. S. (2005). The gallery walk: An opening, closing, and review activity. Glenbrook, NV: Bowperson Publishing and Training, Inc.

Brown, H. D. (2001). Teaching by principles on interactive approach to language pedagogy (2nded.). San Francisco, CA: State University.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy(3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.

Burns, A. (2009). Teaching: Why, when, and how to teach it? Camtesol Conference, Applied Linguistic and Language in Education Research Centre Department of Linguistics, Macquarie University.

Daniels, S. S., &Steineke, N. (2011). Text and lessons for content-area reading. Portsmouth, NH: Heinemann.

EPI (English Proficiency Index). (2016). The world’s largest ranking of English skill. Retrieved from /epi/regions/asia/indonesia/

Francek, M. (2006). Promoting discussion in the science classroom using gallery walks,retrieved from aspx? id=52391.

Fox, J., & Hoffman, W. (2011). The differentiated instruction book of lists. San Francisco, CA: Jossey-Bass.

Gregory, H. G., &Kuzmich, L. (2007). Teacher teams that get results: 61 strategies for sustaining and renewing profesional learning communities. Thousand Oaks, CA: Corwin Press.

Harris, B. (2013). Battling boredom: 99 strategies to spark students engagement. New York, NY: Routledge.

Hui, L. (2011). Improving students’ English speaking skill through content-based instruction (a classroom action research in the second grade students of business English department of CsV&TC, China in the academic year of 2010/2011).SebelasMaret University Surakarata, Surakarta, Indonesia.

Jonson, F. K. (2006). 60 strategies for improving reading comprehension in grades k-8. Thousand Oaks, CA: Corwin Press.

Mishra, G. (2008). Globalization and nature. Journal of Radical Ideas. Retrieved from

Morley, J. (1994). Pronunciation pedagogy and theory: New views, new directions. Alexandria, VA: TESOL

Nunan, D. (Ed.). (2003). Practical English language teaching. New York, NY: The McGraw-Hill Companies, Inc.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Sydney.

Richards, C. J. (2008). Teaching listening and speaking; from theory to practice. New York, NY: Cambridge Univesity Press.

Riyaz, H., &Mullick, P. A. (2016). Problems in learning speaking skill: A study of higher secondary students in Srinagar, India. International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 3(2), 59-69.

Seidlhofer, B. (2005). Key concepts in ELT: English as a lingua franca. ELT Journal,59 (4),339-341. doi:10.1093/elt/cci064.

Torky, S. Abd. El. F. (2006). The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage students. Ain Shams University Women’s college Curricula and Methods of Teaching Department.

Vlack, V. S. (2014). Graduate school of TESOL: Discourse analysis (teaching speaking). Sookmyung Women’s University.



  • There are currently no refbacks.

Global Expert: Jurnal Bahasa dan Sastra

English Education Program
Universitas Indo Global Mandiri
Gedung C Lt.7
Jalan Jend. Sudirman Nomor 62, 20 Ilir D. IV, Kec. Ilir Tim. I, Kota Palembang, Sumatera Selatan 30129, Indonesia.