PTK Announcement Gallery Walk
PTK Announcement Gallery Walk
PTK Announcement Gallery Walk
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English
by
A’IN RATNA MULYANI
2201409058
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2014
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MOTTO AND DEDICATION
(Surah Al-Insyirah: 5)
To
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ACKNOWLEDGEMENT
First and foremost, I would like to express my gratitude to Allah SWT, the
Almighty for the endless blessing and mercy given to me in every single of my
seconds, for the health and power so I could finally finish my final project. Peace
and blessing be upon the prophet Muhammad SAW who guides the people to
Tuparyono, for giving me never ending pure love, best pray and extraordinary
spirit.
my first advisor, and Galuh Kirana Dwi Areni, S.S., M.Pd. as my second advisor,
for all guidance and suggestions during the completion of this final project. Not to
mention, Prayudias Margawati, S.Pd., M.Hum., the first examiner, for her
supporting advice to this final project. I further wish to extend my special thanks
to all the lecturers of English Department of Semarang State University for the
Weleri, Suparman, S.Pd. for his permission and assistance to do this research in
his school and surely I would like to thank to the English teacher of SMP
during the research with her kindness and to the students of VIII-A, VIII-B, and
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Last but not least, my thanks go to my bestfriends (Mar’atush Sholihah
Iswahyuni, Ita Octaviyanti, Rizka Ikhtiari Fajrianingrum and Shinta Arianti Siwi)
and all my friends of English department’09 for their love, cheer and support.
Finally, I realize that this final project is still far from being perfect.
Hence, critics and suggestions are expected for betterment of this final project. I
have a great expectation that my study will be useful for all readers.
The Researcher
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ABSTRACT
This study was conducted due to the difficulties the students had in writing
English. According to the curriculum for junior high school, announcement text
was included in short functional text. For the eight graders, announcement text
was given in a form of writing competence.
The objective of this study was to find out whether there was significant
difference in the achievement of writing announcement text between the eighth
grade students of SMP Muhammadiyah 1 Weleri in the academic year of
2013/2014 who were taught by using Gallery Walk technique and those who were
taught by using conventional method.
To meet this objective, an experimental research design called pretest-
posttest control group design was applied. The research was carried out at SMP
Muhammadiyah 1 Weleri. The subjects of the research were two classes. The
experimental group was the students of VIII-A which consisted of 28 students and
was taught by using Gallery Walk technique. The control group was the students
of VIII-B which consisted of 28 students and was taught by using conventional
method. The data of the research were obtained from the writing test on pre-test
and post-test.
Based on the pre-test analysis, the value of tvalue was 0.38, while the value
of ttable was 1.67. Since the value of tvalue was lower than the ttable, it meant that
there was no significant difference in the students’ achievement of writing
announcement text between experimental and control groups on pre-test.
Meanwhile, based on the post-test analysis, the value of tvalue was 1.76.
Compared with the value of ttable, 1.67, the tvalue was higher than the ttable. It meant
that there was significant difference in the students’ achievement of writing
announcement text after the treatment was given where the students’ achievement
in experimental group was higher or better than the control group.
The result above indicates that the use of Gallery Walk technique in
teaching writing announcement text brought about significant improvement. In
addition, Gallery Walk technique also gave some advantages in its application
such as giving chance to move around the classroom, directing students’ focus and
interrupting the lethargy.
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TABLE OF CONTENTS
ACKNOWLEDGEMENT .................................................................................. v
CHAPTER
I INTRODUCTION
1.5 Hypothesis............................................................................................... 5
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2.2.1.1 Definition of Writing .............................................................................. 12
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IV DATA ANALYSIS AND DISCUSSION
BIBLIOGRAPHY ............................................................................................... 61
APPENDIXES ..................................................................................................... 63
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LIST OF TABLE
Table Page
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LIST OF FIGURES
Figure Page
2.1 Framework to figure out the difference between using Gallery Walk
4.1 The Mean of the Experimental and the Control Groups on Pre-test ........... 42
4.2 The Mean of the Experimental and the Control Groups on Post-test .......... 53
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LIST OF APPENDIXES
Appendix Page
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21. Documentation ............................................................................................... 112
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CHAPTER I
INTRODUCTION
This chapter deals with the background of the study, reasons for choosing the
the study, limitation of the study, definition of term, and the outline of the report.
chosen English as the first foreign language and fundamental subject in our
both junior and senior high school levels. In the Kurikulum Tingkat Satuan
Curriculum, the teaching learning of English has the purpose to develop four
complex thinking. A good writing is not always easy and may be a challenge even
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for the best students. Palmer, Hafner, and Sharp (1994:7) state that “if the goal of
the writer (1) generates ideas, thoughts, and images; (2) creates an order to those
thoughts; and (3) communicates this meaning to others through interesting text
difficult to be learned by students but it is important for them. Like the researcher
have ever experienced when she became a teacher trainee at a junior high school,
many students got difficulty in writing English. At that time, the researcher
explained about a short functional text especially announcements then the students
were demanded to make them by their own, the researcher found that they faced
sentences or text. Beside that, several of them still got confused in using the
grammar.
In this case, the researcher realized that the students’ achievement is not
only affected by their ability and skills in writing but also influenced by the
method which is used. Slameto (2010:65) says that “teacher usually teaches using
classical way and the students feel bored, sleepy, passive, and only write down on
their note. It is mentioned that a progressive teacher will try a new method which
can be used to improve the teaching learning process and to motivate students to
learn.”
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In this study, the researcher would like to use Gallery Walk technique to
teach writing announcement text. Based on the competence standard of the eighth
grade of Junior High School, in the sixth competence standard, it is stated that
“Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima
students of junior high school should master short functional texts. One kind of
known publicly. It should be brief and could answer what, when, where, and who.
Often it includes why and how. It seems that it is easy to make announcement, but
most of students always feel difficult when they are asked to make their own. In
order to help students in writing announcement text, the researcher will try to use
and public speaking” (Francek, 2006). In this technique, the researcher will divide
the students into five groups. Each group will rotate and answer some questions
based on the announcement given. Here, the group will practice as a small group
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discussion. After they have finished answering all questions, there will be a class
discussion. By using Gallery Walk, each group also can leave a comment or
feedback to other groups’ works. In this research, the researcher wants to see the
taught using Gallery Walk technique and those who are taught using conventional
method. It is hoped that using Gallery Walk technique can improve the students’
In line with the background of the study, the reasons for choosing the topic are as
follows:
We know that teaching learning process can not be separated from the
itself is affected by the method and technique that the teacher use. In this
study, the researcher chooses Gallery Walk technique because recently, the
2) As stated in the previous background that writing is not easy, there are still a
convey our ideas, thought, mind, and feeling into a written form seems still
difficult for junior high school students. They usually get difficulties in
Based on the reasons that have been stated and the background of the study in the
text between the eighth grade students of SMP Muhammadiyah 1 Weleri in the
academic year of 2013/2014 who are taught using Gallery Walk technique and
Based on the research problem above, the purpose of the study is to find out
Weleri in the academic year of 2013/2014 who are taught using Gallery Walk
1.5 Hypothesis
There are two hypotheses in this study. The first hypothesis is the working
Weleri in the academic year of 2013/2014 who are taught using Gallery Walk
2013/2014 who are taught using Gallery Walk technique and those who are taught
(1) Theoretically
The findings of the study will give information of a new knowledge about the use
text.
(2) Practically
a) For students: the application of Gallery Walk technique will make students
b) For English teachers: the study is hoped to give information about the
c) For the researcher: the result of the study will answer the curiosity about the
(3) Pedagogically
alternative teaching method that can be used for improving the students’
This study focused on the use of Gallery Walk technique in teaching writing
announcement text that was taught for the students was in a short form, not in a
complex form. This study was done in SMP Muhammadiyah 1 Weleri, to the
a) Teaching writing
there are four skills in teaching English: listening, speaking, reading, and writing.
which you do naturally when you speak. You say something, think of more to say,
perhaps correct something you have said, and then move on to the next
statement.” Meanwhile, Harmer (2004:3) states that “although almost all human
beings grow up speaking their first language (and sometimes their second or third)
teaching writing means that we help students to learn how to write well so that the
language.
b) Announcement text
2006 Competence–Based Curriculum for junior high school states that one kind
of short functional texts that the students should learn is announcement text.
something said, written or printed to make known what has happened or what
will happen. It includes the following points: the title/type of event, date/time,
Francek (2006) defines Gallery Walk as a discussion technique that gets students
This final project is divided into five chapters. The first chapter discusses about
the introduction that consists of the background of the study, reasons for choosing
significance of the study, limitation of the study, definition of term, and the
The second chapter deals with the review of the related literature which
consists of the review of the previous studies, review of theoretical study, and the
theoretical framework.
consists of the research design, population and sample, the instruments for
collecting data, the method of collecting data, and the method of analyzing data.
The fifth chapter is the last chapter. It deals with the conclusion and some
This chapter deals with the review of underlying theory or literature. It contains of
three main sub-chapters. First of all, it deals with the review of the previous
studies. Second, it is about review of the theoretical study and the last is
theoretical framework.
There were some researches which have been conducted in line with this topic.
Gallery Walk to Teach Speaking Viewed from the Students’ Self-Esteem”. She
used Gallery Walk technique to interest and motivate her senior high school
students at grade eleven in teaching speaking. The results showed that her
Written Short Functional Text in Junior High School Level”. This research was
applied for junior high school students grade seven for teaching short functional
text especially announcement text. The media that were used are multimedia
materials which contain announcement. She used these media because they can be
used in two-way communication. The research that she had done showed that
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multimedia materials could engage students’ attention and helped them in learning
research she used wall magazine to teach writing. The result of the research
showed that wall magazine was effective to teach writing. It could be seen from
the conclusion that most of the students (74% of the total students) were
motivated by the wall magazine to make a good writing. Nearly similar to the use
of wall magazine, Gallery Walk technique also uses a paper that is attached on the
Improve Their Writing Skill”. The object of the study was the second grade
students of SMA N 11 Semarang. The result of the study showed that there was an
improvement after they were given the treatment. It could be seen from the
comparison between the result of pre-test and the test of cycle II. The result of the
test of cycle II was higher than the result of pre-test. Shortly speaking, the method
The other research was conducted by Ardi (2011). Her action research
used small group discussion to teach writing at junior high school grade eight. The
finding of her research showed that using small group discussion could solve
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writing problems. It could be seen from the average score. Her research consisted
of two cycles. The average score of pre-test was 63 and it was under passing
grade. After it was given the treatment, the mean score of the first post-test was 72
and the mean of the second post-test was 78. It means that using small group
Gallery Walk is also a discussion technique that gets students out of their
group discussions, the students stay in their chairs while in Gallery Walk they are
only a permanent method of recording our ideas and memories; in our society it is
others.”
While Harmer (2004:3) states that “although almost all human beings
grow up speaking their first language (and sometimes their second or third) as a
From some definitions above I can infer that writing is a kind of written
because we are supposed to make our writing clearly so that the ideas, thoughts,
feelings, and information that we are going to deliver can be understood by other
people or the readers. That is why writing has to be taught because it is important
1) Explore ideas
Writing first involves discovering our ideas. Before we sit down to write, let
our mind explore freely. Thoughts will occur while travelling to work, eating
exploring our ideas, we should pay attention to consider the subject, purpose,
2) Prewrite
The second step of writing process involves writing our thoughts on paper or
clustering, freewriting.
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3) Organize
After we have put our ideas into words, we can begin to organize them. This
process involves selecting, subtracting, and adding ideas, and then outlining
them.
In writing a first draft, we do not need to worry about being perfect. New
our readers. If an idea occurs to us that belong earlier in the draft, we can
Revising is among the most important steps of writing, especially for people
who write in a second language. It is the part of the writing process that may
take the most time. Here is the procedure for revising: (a) read it aloud, (b)
After we have finished revising our paragraph, we can begin the final copy.
There are some ways for producing the final copy: (a) edit, (b) copy over, or
print a clean copy, (c) read carefully for errors, and then make another clean
copy.
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theses, dissertasions.
journals, fiction.
1) Imitative
To produce written language, the learner must attain skills in the fundamental,
basic tasks of writing letters, words, punctuation, and very brief sentences.
This category includes the ability to spell correctly and to perceive phoneme-
which learners are trying to master the mechanics of writing. At this stage,
form is the primary if not exclusive focus, while context and meaning are of
secondary concern.
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2) Intensive (controlled)
assessment tasks are more concerned with a focus on form, and are rather
3) Responsive
the discourse conventions that will achieve the objectives of the written text.
4) Extensive
proofreading of a draft.
are more appropriate to gain the imitative and intensive types of writing tasks,
while the macroskills are essential for the successful mastery of responsive and
extensive writing.
Microskills:
3) Produce an acceptable core of words and use appropriate word order patterns.
Macroskills:
11) Correctly convey culturally specific references in the context of the written
text.
12) Develop and use a battery of writing strategies, such as accurately assessing
the first drafts, using paraphrases and synonyms, soliciting peer and instructor
Brown (2001:129) writes in his book that “the language-teaching literature widely
free techniques. In the free techniques, there are some activities that can be used
Distinguished from cued dialogues by the fact that cueing is provided only
interests.
large group.
students.
other exposition.
2.2.3.1 Definition
Francek (2006) defines Gallery Walk as “a discussion technique that gets students
concept, writing, and public speaking.” The technique also cultivates listening and
material and with a variety of class sizes. Finally, a Gallery Walk gives chance to
move around the classroom, directing their focus and interrupting the lethargy that
2.2.3.2 Procedure
issue with no one right answer. The number of questions that need to be
written depends on class size. Write the questions on large sheets of self-
classroom.
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students into teams of three to six. Each team is provided with a different
colored marker or pen. Each team then selects a recorder who is responsible
for writing group comments. The role of recorder should switch at each
station.
4) Rotation
After three to five minutes, say “Rotate!” The group then moves from the
initial home station, clockwise, to the next station. Here, the team adds new
comments and responds to notes left by the previous group. The instructor
and gauging students’ understanding. Beside that, the instructor records any
presentation.
After visiting every station, students return to their original station and take 5-
report should not exceed five minutes in length. During the presentation, the
Bowman (2005) suggests the general instructions for teaching using Gallery Walk
as follows:
1) Tape a number of large sheets of paper to the wall of the training room. Space
the chart pages so that learners can walk from one chart to another.
2) Label each chart with question, statement, or issue related to the topic.
3) Learners walk around the room writing their responses on the charts.
4) Assign a direction to move or they can move randomly. They can do the
5) After the learners have written on all the charts and jotted down their
gets students out of their chairs and actively involved in synthesizing important
science concept, writing, and public speaking.” The advantage of this technique is
its flexibility. In this research, the goal of teaching by using Gallery Walk is to
1) The teacher asks the students some questions related to the Gallery Walk.
2) The teacher and the students discuss how to use the Gallery Walk in writing
activity.
4) In class there will be five stations, each station will be provided with example
5) Each group will rotate from station one to five to answer all questions based
6) After all groups have finished rotating and answering all questions, there will
be class discussion.
9) Nearly similar to the activity they have done before, each group visits the
other groups’ works. However, this time they don’t answer the questions but
11) Individually, students try to make their own announcement. Their individual
and senior high school. In standar isi of the eighth grade of junior high school,
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short functional text is included in all skills from listening, speaking, reading,
until writing, so that the students are able to make and use it both writtenly and
orally. Then, what is short functional text? To know what short functional text is,
Firstly, it is about text. Halliday and Hasan (1985) mention that “text is a
certain context or takes a role in certain context.” A daily language that takes
certain roles in situational context can be also called as text. It can be spoken or
written, or such media we use to convey what we think or everything inside our
little or no decoration.” Functional text in standar isi means that the text is useful
From the explanation above, it can be concluded that short functional text
certain purposes and is useful in interaction with our surrounding. The content of
prohibition. There are many examples of short functional texts which can be used
announcement, shopping list, and many others. The kind of short functional text
2.2.5 Announcement
One of short functional texts that students should master is announcement text.
written form that makes something known publicly, (2) the action of announcing
something.
something said, written or printed to make known what has happened or what will
good announcement. “An announcement should include what, when, where, and
(1958:197):
The fifth grade is having an exhibit in Room 207 at two o’clock next
Friday afternoon, November 21, 1952. We call it “Traveler’s Show.”
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3) When will it be held? On November 21, 1952, at two o’clock next Friday
afternoon.
clear and interesting. A good announcement should answer what, when, where,
and who. Often it includes why and how. The examples of announcement are
From the review of previous studies and review of related literatures above, I can
conclude that Gallery Walk technique is a discussion technique that involves the
concept, writing, and public speaking. The advantage of this technique is its
flexibility in the application. In this research the researcher will use Gallery Walk
technique to teach writing an announcement text because there are still many
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believes that this technique will give some benefits such as to enhance student
independently, and to develop their social skill. Moreover, this technique might be
students not only learn about short functional text but also prepare themselves
when they are entering the real life. In the types of writing performance, it is
Announcement text
Result
(Conclusion)
Figure 2.1 Framework to figure out the difference between using Gallery Walk
and conventional method in teaching writing announcement texts.
CHAPTER III
METHODS OF INVESTIGATION
This chapter focuses on methods of the study. They are research design,
population and sample, the instruments for collecting data, the method of
used in this study. It used and dealt with statistical analysis. Based on Best
organizing, analyzing, and interpreting numerical data, and is one of the basic
In this study, the researcher used pre-test post-test control group design to
in true experimental design. The design of this study is presented by the following
design:
E O1 X O2
C O3 Y O4
Where:
E : Experimental group
C : Control group
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There were two groups that got different treatments. The first group was
an experimental group which was taught using Gallery Walk technique. The
second group was control group which was taught using conventional method.
After the two groups were given the different treatments, the same writing
conducting the test of writing for both groups, the researcher could find out that
using Gallery Walk technique was an effective method in teaching the student’s
3.2.1 Population
Best (1981:8) says that “population is any group of individuals that have one or
population of this study was the eighth grade students of SMP Muhammadiyah 1
Weleri in the academic year of 2013/2014 which was divided into three classes:
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VIII-A, VIII-B, and VIII-C. Every class consisted of 28 students, so the total of
3.2.2 Sample
observation and analysis.” In this research, the samples of the study were class
VIII-A as the experimental group and class VIII-B as the control group with 28
students of each class. Those two classes were chosen based on the English
The researcher took those two classes from the eighth grade students of
semester and is included in writing competence of the eighth grade in junior high
school.
as: (1) questionnaire, (2) observation sheet, (3) sheet of interview, and (4) test. In
this study, the researcher used writing test as the instrument because this
In line with research design the researcher used in this study, in collecting data,
the researcher took the students’ scores in writing announcement text through pre-
test and post-test. The following are the steps in collecting the data in this study:
1) Pre-test
Pre-test was undertaken for the first step in a form of writing test. It was given
before the students were given the treatment. The aim of the pre-test was to know
the basic or prior knowledge and students’ skill in writing announcement text.
2) Treatment
Some treatments were given after conducting the pre-test to the experimental and
the control groups. The experimental group was taught by using Gallery Walk
technique while the control group was taught by using conventional method.
3) Post-test
Post-test was conducted after the students were given the treatment. It was in the
same form like pre-test, i.e. in a form of writing test. The aim of the post-test was
to measure the students’ skill in writing announcement text after they got the
treatment.
4) Scoring System
In facilitating the analysis of the students’ test result in writing announcement text
of the two groups, experimental and control groups, the researcher limited only to
Table 3.1
Analytic Scale for Rating Composition Task (Brown & Bailey 1984:39-41)
Logical 20-18 essay addresses the assigned topic; the ideas are
development concrete and thoroughly developed; no extraneous
of ideas: material; essay reflect thought
Content
17-15 essay addresses the issues but misses some points;
ideas could be more developed; some extraneous
material is present
The next step was analyzing the result of the data. This was used to process the
interpretation could be done. This study was analyzed based on the quantitative
First, the pre-test was given to the students to know their scores before the
treatment is given. After that, each group was given the treatment. The
experimental group was taught using Gallery Walk technique, while the control
group was taught using conventional method. Then the post-test was conducted to
take the score after the treatment was given. After we got the students’ scores
from the pre-test and the post-test, the next step was analyzing them by using
statistical method.
Analysis of the early stage was conducted to determine whether the two groups
(experimental and control groups) were from the same initial conditions. The data
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used were the pre-test scores of experimental and control groups from the eighth
year of 2013/2014.
(Sudjana, 2005:273)
Where:
∑ = the sum of
(Sudjana, 2005:251)
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Hi : σ12 ≠ σ22
Ho: μ1 = μ2
Hi : μ1 > μ2
To test the truth of the hypotheses, the researcher used one tailed t-test.
1) If the data have the same variances, then the statistic which is used is t-
Criteria:
Where:
t : t-test
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: standard deviation
2) If the data do not have the same variances, then the formula which is
used is as follows:
(Sudjana, 2005:273)
Where:
∑ = the sum of
(Sudjana, 2005:251)
Ho: μ1 = μ2
Hi : μ1 > μ2
To test the truth of the hypotheses, the researcher used one tailed t-test.
1) If the data have the same variances, then the statistic which is used is t-
Criteria:
Where:
t : t-test
: standard deviation
2) If the data do not have the same variances, then the formula which is
used is as follows:
This chapter presents the data analysis and the discussion of research findings. It
The pre-test was conducted at the first time of the research. The aim of the pre-test
was to know the basic or prior knowledge that the students had in writing
announcement texts before they were given the treatments. The pre-test for
experimental group was held on Friday, 23rd of August 2013; while the pre-test
for control group was held on Saturday, 24th of August 2013. They were 28
students in each group. This pre-test was in a form of writing test. Both the
experimental and the control groups had the same writing test. The students were
asked to make announcement texts by choosing one of the given themes. The time
allotment in doing pre-test was 60 minutes. The instrument of the research could
be seen in appendix 3.
After the students finished their pre-test, the researcher checked their work
by using Analytic Scale for Rating Composition Task by Brown & Bailey
(1984:39-41) which could be seen on table 3.1. There were five aspects that were
scored: (a) organization, (b) content, (c) grammar, (d) punctuation, spelling,
mechanics, and (e) style and quality of expression. Each aspect was scored in
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range of 1-20. Then to get the total score, the researcher added those five aspects
one to each other. All results of the pre-test scores could be seen in appendix 7
and 8.
From the calculation of the pre-test scores, the highest score for the
experimental group was 79 and the lowest score was 20. Meanwhile, the highest
score for the control group was 71 and the lowest score was 12.
After that, from the obtained data, the researcher calculated the mean
It could be seen from the calculation above that the mean of the experimental
group was 53.61, while the mean of the control group was 51.75. Below was the
figure of comparison between the mean of the experimental and the control
100
80
53.61 51.75
60
40
20
0
Experimental group Control group
Figure 4.1 The Mean of the Experimental and the Control Groups on Pre-test
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The figure above showed that the students’ achievement of both groups
were relatively the same before they were given the treatment. In order to prove
that there were similarities in pre-test data in the experimental and the control
groups, t-test was needed. However, before the t-test was calculated, the normality
This normality test was used to know whether the pre-test scores of the two
groups, the experimental and the control groups, were normally distributed or not
From the calculation, the value of X2data for the experimental group was
2.59, while the value of X2data for the control group was 6.09. Meanwhile, the
7.81. The data are said to have a normal distribution if the value of X2data were
Since the value of X2data for the experimental group (2.59) and the control
group (6.09) were lower than the value of X2table (7.81), it meant that the pre-test
scores for both of groups were said to be normally distributed. The complete
result of the X2 calculation of pre-test scores could be seen in appendix 13 for the
In this research, F test was used in order to see whether the two variances of the
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homogeneity or not.
First, before the F test was obtained, the variance of each group was
calculated. The variance of the experimental group (Ve) was 430.03, and the
variance of the control group (Vc) was 236.40. Then, to get the Fdata, the higher
variance was divided by the lower variance. The calculation was as follows:
From the calculation, the value of Fdata for the pre-test scores was 1.82.
Since the value of Fdata was lower than the value of Ftable, it could be
concluded that the variances of the pre-test scores in experimental and control
The t-test for pre-test was used to test a null hypothesis (Ho) that there was no
the experimental group and the control group on pre-test. It is said that there was
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the control group if the value of tvalue was lower than the ttable.
In order to find out the value of the t-test, the mean and the standard
deviation for both groups should be calculated first. From the previous
calculation, the mean of the experimental group was 53.61 and the mean of the
control group was 51.75. Then, the researcher calculated the standard deviation of
both groups and the result was 18.25. After that, t-test was calculated by using the
following formula:
It could be seen from the calculation that the value of tvalue was 0.38. Meanwhile,
the value of ttable with level of significance (α) = 5% and degrees of freedom (dk)
= 54 was 1.67.
Since the value of tvalue was lower than the value of ttable, thus we could
conclude that the t-test was not significant, meaning that there were similarities in
pre-test data in the experimental and the control groups. In other words, the null
hypothesis was accepted. The complete calculation of t-test for pre-test could be
The treatment was given after the students did the pre-test. In this study, the
write announcement texts. The treatment was given to the experimental group,
40 minutes. Thus, the students in the experimental group were taught how to
make announcement texts by using Gallery Walk technique. The following were
the learning activities during the treatment for the experimental group:
Opening
Main Activities
It was divided into two activities, they were: pre-test and exploration.
Pre-test (60’)
1. Students were told that they would be given a pre-test on that day. The
Exploration (20’)
4. Students were asked questions about announcement texts and the Gallery
5. Students and teacher discussed about announcement text and how to use
1. Students and teacher reviewed about the previous meeting, that was
about announcement text and how to use the Gallery Walk technique in
writing activity.
3. In class there were five stations, each station was provided with example
4. Each group was rotated from station one to five to answer all questions
time.
5. After all groups had finished rotating and answering all questions based
6. The students were told that in the next meeting they would practice to
2. The students were divided into five groups (the same groups with the
previous meeting).
48
5. The students did Gallery Walk like the previous meeting, each group
rotated visiting the other groups’ work. However, this time they did not
answer the questions but they gave feedback or comment to the other
groups’ work.
6. The students went back to their desks and did a class discussion.
8. The students were told that they would be given a post-test in the next
meeting.
It was divided into two activities, they were: review and post-test.
Review (20’)
The students and teacher reviewed about the all activities they had done
Post-test (60’)
The students did the post-test (the instrument of the post-test were similar
Closing
1. Students told the teacher what they had learnt in class, the teacher gave some
feedback.
The control group, consisted of 28 students, was taught the same material as the
experimental group. It was about announcement text. However, the way how to
teach it was different from the experimental group. In control group, the
researcher was applying conventional method. This method was the method that
their teacher usually used. The learning activities for the control group were also
Opening
Main Activities
It was divided into two activities, they were: pre-test and exploration.
Pre-test (60’)
1. Students were told that they would be given a pre-test on that day. The
Exploration (20’)
50
introduction.
knowledge.
2. Teacher explained about what announcement text was, its social function
6. Teacher explained about the grammar (simple future tense and simple
past tense).
8. Students were told that in the next meeting they would practice to make
announcement texts.
5. Students tried to make announcement texts with the given theme guided
by the teacher.
6. Students were told that they would be given a post-test in the next
meeting.
It was divided into two activities, they were: review and post-test.
Review (20’)
The students and teacher reviewed about the all activities they had done
Post-test (60’)
Students did the post-test (the instrument of the post-test were similar with
Closing
1. Students told the teacher what they had learnt in class, the teacher gave some
feedback.
The post-test was conducted after the students got the treatment. The aim of the
post-test was to measure the students’ skill in writing announcement texts after the
treatment was given. The post-test for experimental group was held on Saturday,
31st of August 2013; while the post-test for control group was held on Monday,
2nd of September 2013. They were 28 students in each group. The form of the
52
post-test was exactly the same as the pre-test. It was in a form of writing test. The
students were asked to make announcement texts by choosing one of the given
themes. The time allotment in doing post-test was 60 minutes. The instrument of
After the students finished their post-tests, the researcher checked and
gave scores to their work by using Analytic Scale for Rating Composition Task by
Brown & Bailey (1984:39-41) which could be seen on table 3.1. There were five
aspects that were scored: (a) organization, (b) content, (c) grammar, (d)
punctuation, spelling, mechanics, and (e) style and quality of expression. Each
aspect was scored in range of 1-20. Then to get the total score, the researcher
added those five aspects one to each other. All results of the post-test scores could
From the calculation of the post-test scores, the highest score for the
experimental group was 96 and the lowest score was 34. Meanwhile, the highest
score for the control group was 88 and the lowest score was 30.
After that, from the obtained data, the researcher calculated the mean
It could be seen from the calculation above that the mean of the experimental
group was 71.32, while the mean of the control group was 63.89. Below was the
53
figure of comparison between the mean of the experimental and the control
100
71.32
80 63.89
60
40
20
0
Experimental group Control group
Figure 4.2 The Mean of the Experimental and the Control Groups on Post-test
experimental group was higher than the students’ achievement in the control
group. However, the t-test was still needed. It was used to check whether the
difference of the students’ data on post-test was significant or not. Before the t-
test was calculated, the normality and homogeneity of the post-test scores were
analyzed first.
The way to test the normality of the post-test scores was the same as in the pre-
test. It used Chi Square formula. This normality test was used to know whether
the post-test scores of the two groups, the experimental and the control groups,
From the calculation, the value of X2data for the experimental group was
1.18, while the value of X2data for the control group was 1.15. Meanwhile, the
7.81. The data are said to have a normal distribution if the value of X2data were
Since the value of X2data for the experimental group (1.18) and the control
group (1.15) were lower than the value of X2table (7.81), it meant that the post-test
scores for both of groups were said to be normally distributed. The complete
result of the X2 calculation of post-test scores could be seen in appendix 15 for the
In this research, F test was used in order to see whether the two variances of the
homogeneity or not.
The way to test the homogeneity of the post-test scores was also the same
as in the pre-test. First, the variance of each group was calculated. The variance of
the experimental group (Ve) was 288.09, and the variance of the control group
(Vc) was 214.83. After that, the higher variance was divided by the lower variance
From the calculation, the value of Fdata for the post-test scores was 1.34.
Since the value of Fdata was lower than the value of Ftable, it could be
concluded that the variances of the post-test scores in experimental and control
The t-test for post-test was used to test a null hypothesis (Ho) that there was no
the experimental group and the control group on post-test. It is said that there was
the control group if the value of tvalue was lower than the ttable.
In order to find the value of the t-test, the mean and the standard deviation
for both groups should be calculated first. From the previous calculation, the mean
of the experimental group was 71.32 and the mean of the control group was 63.89.
Then, the researcher calculated the standard deviation of both groups and the
result was 15.86. After that, t-test was calculated by using the following formula:
56
It could be seen from the calculation that the value of tvalue was 1.76. Meanwhile,
the value of ttable with level of significance (α) = 5% and degrees of freedom (dk)
= 54 was 1.67.
Since the value of tvalue was higher than the value of ttable, thus we could
conclude that the t-test was significant, meaning that there were differences in
post-test data in the experimental and the control groups. In other words, the null
hypothesis was rejected and the working hypothesis was accepted. The complete
This study was intended to find out whether there was significant difference in the
taught using Gallery Walk technique and those who were taught using
conventional method. The experimental design was used in this study. Therefore,
the obtained data from pre-test and post-test were calculated by using statistical
calculation.
Based on the analysis of the pre-test data, the t-test result was not
other words, there was similarity in pre-test data in the experimental and the
control groups. Thus, it was concluded that both of groups had the same initial
condition.
(2006), Gallery Walk technique was “a discussion technique that gets students out
After the treatments were given, the post-test data were analyzed. Based
on the analysis of the post-test data, the t-test result was significant. It meant that
there was significant difference in post-test data in the experimental and the
control groups where the students’ achievement in experimental group was higher
or better than that in the control group. In other words, the application of Gallery
In this matter, it meant that the working hypothesis which stated that
academic year of 2013/2014 who are taught using Gallery Walk technique and
At the beginning of the research, the students got difficulty in applying Gallery
58
Walk technique in writing announcement texts. They got confused because they
have never had such technique before. However, this difficulty could be solved by
explaining them what Gallery Walk technique was and how to use it in writing
activity. In the first time when they were doing small groups, they did it slowly.
Later on, they were accustomed to do it and did the work faster.
Another problem was the transition process from one station to other
stations. Many students made some noisiness. Besides, they also made some chit
chat in group discussion. Not only that, some students were found to be active and
some to be passive.
The researcher had to find some efforts so that the students could do the
group work well appropriate with the procedure and the time allotment. This
matter was a bit difficult for the researcher because this activity needed an extra
This chapter is the last chapter in this study. It consists of conclusion and
5.1 Conclusion
Based on the result of the data analysis presented in chapter IV, the results of the
research were:
the academic year of 2013/2014 who were taught using Gallery Walk
using Gallery Walk technique was higher or better than those who were
Based on those results, it could be concluded that using Gallery Walk technique
improved the students’ achievement in writing announcement texts for the eighth
2013/2014.
59
60
5.2 Suggestions
It is necessary to have other investigation as follow up to the research that had been
done. The same research would reinforce the findings. Some suggestions for the
teach writing. Not only to teach announcement text material, but also could
materials by considering its flexibility. Besides that, this technique also could
be used as a teaching method that breaks the lethargy in the classroom and to
The students need to practice writing a lot in order to make their writing
better. They should also consider with the aspect of writing such as the
may also useful to have a research with different language skill such as
Ardi, Aditia Melani. 2011. Improving the Students’ Writing Skill through
Cooperative Learning. Thesis English Education Department Sebelas
Maret University.
Bailey, Matilda and Lalla Walker. 1956. Our English Language. US: American
Books Company.
Bowman, Sharon L. 2005. The Gallery Walk: An Opening, Closing, and Review
Activity. Available at
http://www.bowperson.com/BOWPERSON/GalleryWalk.pdf [accessed
April 2013]
61
62
Shane, Harold.G., F.K. Ferris, and E.E. Keener. 1958. Pathways to Good English.
Illinois: Laidlaw Brothers Publishers.
Subject : English
Class/Semester : VIII/1
Indicators:
A. Learning Objectives
able to:
technique as treatment.
B. Learning Material
3. Vocabulary
C. Learning Methods
D. Learning Activities
Opening
Main Activities
It will be divided into two activities, they are: pre-test and exploration.
Pre-test (60’)
1. Students are told that they will be given a pre-test today. The aim
text before they are given the treatment that is taught using
Exploration (20’)
1. Review about the last meeting, that is about announcement text and
3. In class there will be five stations, each station will be provided with
4. Each group will rotate from station one to five to answer all
5. After all groups have finished rotating and answering all questions,
6. The students are told that in the next meeting they will practice to
2. The students are divided into five groups (same group with the
previous meeting).
5. The students do gallery walk like the previous meeting, each group
rotates visiting the other groups’ works. However, this time they
don’t answer the questions but they give feedback or comment to the
8. The students are told that they will be given a post-test in the next
meeting.
It will be divided into two activities, they are: review and post-test.
Review (20’)
The students and teacher review about the all meeting and the
Post-test (60’)
similar with those on the pre-test), then they submit it to the teacher.
Closing
1. Students tell what they have learned in class, the teacher gives some
feedback.
E. Learning Source
1. English textbook:
Bima M, Bachtiar and Cicik Kurniawati. 2005. Let’s Talk: Grade VIII
3. Relevant material
4. Dictionary
F. Assessment
In this evaluation, the rubric of scoring will use the Analytic Scale for Rating
Logical 20-18 essay addresses the assigned topic; the ideas are
development concrete and thoroughly developed; no extraneous
of ideas: material; essay reflect thought
Content
17-15 essay addresses the issues but misses some points;
ideas could be more developed; some extraneous
material is present
Individual Assignment
To obtain an exact score we add the score of each component to the others.
0-49 Poor
72
Appendix 2
Subject : English
Class/Semester : VIII/1
Indicators:
A. Learning Objectives
able to:
B. Learning Material
3. Vocabulary
C. Learning Methods
1. Conventional method
74
D. Learning Activities
Opening
Main Activities
It will be divided into two activities, they are: pre-test and exploration.
Pre-test (60’)
1. Students are told that they will be given a pre-test today. The aim
Exploration (20’)
introduction.
knowledge.
75
2. Teacher explains about what announcement is, its social function and
its parts.
6. Teacher explains about the grammar (simple future tense and simple
past tense).
8. Students are told that in the next meeting they will practice to make
announcement text.
the teacher.
5. Students are told that they will be given a post-test in the next
meeting.
76
It will be divided into two activities, they are: review and post-test.
Review (20’)
The students and teacher review about the all meeting and the
Post-test (60’)
Closing
1. Students tell what they have learned in class, the teacher gives some
feedback.
E. Learning Source
1. English textbook:
Bima M, Bachtiar and Cicik Kurniawati. 2005. Let’s Talk: Grade VIII for
3. Relevant material
4. Dictionary
77
F. Assessment
In this evaluation, the rubric of scoring will use the Analytic Scale for Rating
Logical 20-18 essay addresses the assigned topic; the ideas are
development concrete and thoroughly developed; no extraneous
of ideas: material; essay reflect thought
Content
17-15 essay addresses the issues but misses some points;
ideas could be more developed; some extraneous
material is present
Individual Assignment
To obtain an exact score we add the score of each component to the others.
0-49 Poor
80
Appendix 3
A. GENERAL DESCRIPTION
The test is used to measure the students’ mastery of writing an announcement
text. The material of announcement text is given in grade VIII of junior high
school in semester 1 and is included in writing skill. Therefore, the test will
be given to the eight grade students. The aim of the test is to find out whether
the students master about the things:
1. The parts of announcement text.
2. How to compose a good announcement text; by considering its
organization, content, grammar, mechanics, and style in writing.
(The student’s understanding of point 1 and 2 can be seen on their written
product.)
B. THE QUESTIONS
There would be a writing section in the test. Students are asked to write an
announcement text by choosing one of the given themes.
TEST INSTRUMENT
Class : VIII
Subject : English
Text : Short Functional Text (Announcement text)
Time Allotment : 60 minutes
Instruction:
1. Write your name, class, and student number on the top corner of your
answer sheet.
2. Write an announcement text by choosing one of the following given
themes.
3. Remember to include the parts of announcement text.
4. Time allotment is 60 minutes.
5. Your written announcement text will be scored based on these
considerations:
a. Organization: Introduction, Body, and Conclusion
b. Content
c. Grammar
d. Punctuation, spelling, and mechanics
e. Style and quality of expression
6. Key words:
a. Who is giving the event, program or exhibit?
b. What kind of event is it?
c. When will it be held?
d. Where will it be held?
e. Who is invited to come?
7. Themes:
a. Breaking of Fast Together
b. Halal Bihalal
c. Celebration of Indonesian Independence Day
d. School Arts Exhibition
e. School Reunion
82
Appendix 4
Logical 20-18 essay addresses the assigned topic; the ideas are
development concrete and thoroughly developed; no extraneous
of ideas: material; essay reflect thought
Content
17-15 essay addresses the issues but misses some points;
ideas could be more developed; some extraneous
material is present
Individual Assignment
To obtain an exact score we add the score of each component to the others.
0-49 Poor
85
STUDENT WORKSHEET
Name :
Class :
Student Number :
Theme :
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………....
86
Appendix 5
The statistical analysis of try out test is used to find out the reliability of the test
instrument. First of all, we have to find the variance of each item by using the
following formula:
Finally, we find the reliability by using the following formula (Alpha formula):
90
Appendix 7
k = 5.776 (rounded ~ 6)
Class Width = Range : class interval
= 59 : 5.776
= 10.22 (rounded ~ 10)
(Oi-Ei)2
Xmin Zi PZ P Ei Oi
Oi
X12data = 2.593707359
dk = sum class interval - 3 = 6 - 3 = 3
X2 (α)(dk) = X2(5%) (3) = 7.81
Because X12data (2.593707359) < 7.81 then pre-test score for experimental group is
said to be normally distributed.
98
Appendix 14
k = 1 + 3.3 (1.4471)
k = 5.776 (rounded ~ 6)
Class Width = Range : class interval
= 59 : 5.776
= 10.22 (rounded ~ 10)
(Oi-Ei)2
Xmin Zi PZ P Ei Oi
Oi
Because X22 data (6.093100732) < 7.81 then pre-test score for control group is said
to be normally distributed.
101
Appendix 15
k = 1 + 3.3 (1.4471)
k = 5.776 (rounded ~ 6)
Class Width = Range : class interval
= 62 : 5.776
= 10.73 (rounded ~ 11)
(Oi-Ei)2
Xmin Zi PZ P Ei Oi
Oi
Because X12 data (1.178574973) < 7.81 then post-test score for experimental group
is said to be normally distributed.
104
Appendix 16
k = 5.776 (rounded ~ 6)
Class Width = Range : class interval
= 58 : 5.776
= 10.0416 (rounded ~ 10)
Class Interval Frequency
30 - 39 2
40 - 49 3
50 - 59 5
60 - 69 8
70 - 79 6
80 - 89 4
(Oi-Ei)2
Xmin Zi PZ P Ei Oi
Oi
Because F data (1.82) < 1.87 then we can conclude that the data of both pre-test is
homogeny.
107
Appendix 18
And find out the tvalue by substituting the values into the equation:
0.381341 = 0.38
108
Because tvalue (0.38) < 1.67 thus we can conclude that t is not significant, meaning
that there is similarity in pre-test data in experimental and controlled group.
109
Appendix 19
Because F data (1.34) < 1.87 then we can conclude that the data of both post-test
is homogeny.
110
Appendix 20
And find out the t-value by substituting the values into the equation:
1.75287 = 1.76
111
Because tvalue (1.76) > 1.67 thus we can conclude that t is significant, meaning that
there is difference in post-test data in experimental and controlled group.
112
Appendix 21
DOCUMENTATIONS
Picture 1 Picture 2
Picture 3 Picture 4
Picture 5
Picture 6 Picture 7
Picture 8 Picture 9
Students were doing small group A student came in front of the class
discussions during the gallery to report the small group
walk. discussion results. I helped her
when she got difficulty.
114
115
on Pre-test (Sample 1)
116
on Pre-test (Sample 2)
117
on Pre-test (Sample 3)
118
on Post-test (Sample 1)
119
on Post-test (Sample 2)
120
on Post-test (Sample 3)
121
(Sample 1)
122
(Sample 2)
123
(Sample 3)
124
(Sample 1)
125
(Sample 2)
126
(Sample 3)