IMPROVING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXTS THROUGH GALLERY WALK TECHNIQUE
Abstract
Penelitian ini bertujuan untuk mengetahui (i) apakah terdapat perbedaan yang signifikan pada kemampuan menulis teks deskriptif antara siswa yang diajar melalui teknik Gallery Walk dan siswa yang diajar dengan metode konvensional, dan (ii) bagaimana tanggapan siswa terhadap penggunaan teknik Gallery Walk. Desain penelitian ini adalah Pre-test Post-Test Control Group. Penelitian dilaksanakan pada 30 siswa kelas X MIPA 1 and 30 siswa kelas X MIPA 2. Data diperoleh melalui tes menulis dan angket. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan pada kemampuan menulis teks deskriptif antara siswa yang diajar melalui teknik Gallery Walk dan siswa yang diajar dengan metode konvensional. Hal ini dibuktikan dengan selisih nilai rata-rata siswa di kelas eksperimental dan kelas kontrol yang menunjukkan level signifikansi sebesar 0.028 (p=0.028, p<0.05). Tanggapan siswa terhadap teknik Gallery Walk dalam pembelajaran menulis adalah positif. Ini menunjukkan bahwa teknik Gallery Walk memfasilitasi siswa untuk meningkatkan kemampuan menulis mereka.
This research aimed to investigate: (i) whether there was a statistically significant difference of the ability in writing descriptive texts between the students who were taught through Gallery Walk technique and those who were treated with the conventional method, and (ii) how the students’ responses concerning the implementation of Gallery Walk technique. The research was conducted to 30 students in class X MIPA 1 and 30 students in class X MIPA 2. Pre-Test Post-Test Control Group design was used in this research. The data were obtained through the writing test and questionnaires. The result showed that there was a statistically significant difference of the students’ writing ability between students who were taught through gallery walk technique and those who were treated with the conventional method. It was proven by the comparison of the gain scores of mean from experimental class and control class which showed the level of significance 0.028 (p=0.028, p<0.05).The students’ responses of Gallery Walk technique in teaching writing were positive.This suggests that Gallery Walk technique facilitates the students to improve their writing ability.
Keywords: Gallery Walk, conventional method, students’ response, pretest-posttest control group, writing ability.
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