Caroline V Katemba amp Randison Buli linakatembagmailcom School of Education Universitas Advent Indonesia Tuan and Tran 2015 states three factors in teaching speaking 1 Teachers need to generate students idea by using mind mapping and give them enough time to perform th ID: 796445
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Slide1
Improving Speaking Skills Using Gallery Walk Technique
Caroline V
Katemba
&
Randison
Buli
linakatemba@gmail.com
School of Education,
Universitas
Advent Indonesia
Slide2Tuan and Tran (2015) states three factors in teaching speaking: (1) Teachers need to generate students’ idea by using mind mapping and give them enough time to perform their thoughts, (2) Teachers need to make students feel comfortable by having friendship and cooperative behaviors in order to cover shyness, (3) Teacher should simplify the topic given in the textbook to help student understand the lesson easily.
Slide3The gallery connects learners to each other and learner to the training topic in a number of interesting, interactive ways (Bowman, 2005).
Slide4This study intended to answer the following question:“Is there any significant difference between students’ speaking ability after using Gallery Walk Technique in grade VIII Senior High School in SMPN 1
Parongpong
.”
Research Question
Slide5Majiasih (2012) concludes that Gallery Walks makes the students more creative to make their galleries interesting and the teaching atmosphere is not very formal so the students can have more freedom to speak and enjoy the speaking activity, and the students whose having slow progress in learning will be modeling from the teacher and friends.
Slide6Table 1 Research Design of One Group Pretest-Posttest Design
METHODOLOGY
Pre-test
Treatment
Post-test
O
1
X
O
2
(
Sugiyono
, 2008)
Where:
O
1
: Pre-Test before giving a treatment
X : Treatment
O
2
: Post-test after giving a treatment
Slide7Where:
: Validity Coefficient between
x
and
y
variables
n
: Total number of Participants
x
: Participant’s score of the item test
y
: Participant’s score of the whole item test
xy
: the result of score
x multiply with score y X2 : Square of score xY2 : Square of score y
Data Analysis of Test Instrument
1.
Validity
Slide8r
xy
Interpretation
≤ 0
Not Valid
0.00 – 0.20
Very low
0.20 – 0.40
Low
0.40 – 0.60
Moderate
0.60 – 0.80
High
0.80 – 1.00
Very high
Table 2 Criteria of Validity Questions
Slide9Question Number
Coefficient
Correlation
Validity
Information
Question
Information
1
0,6
Moderate
Very Significant
2
0,4
Easy
Significant
30,6ModerateVery Significant 40,3Moderate-50,6ModerateVery Significant 60,6ModerateVery Significant 70,5
ModerateVery Significant
Table
3 Validity
of Data
Slide108
0,6
Moderate
Very Significant
9
0,5
Moderate
Very Significant
10
0,4
Moderate
Significant
11
0,6
Moderate
Very Significant120,6ModerateVery Significant130,3Easy-140,6
Moderate
Very Significant15
0,6
Moderate
Very Significant
16
0,
4
Moderate
Significant
17
0,7
Moderate
Very Significant
18
0,6
Moderate
Very Significant
19
0,7
Moderate
Very Significant
20
0,6
Moderate
Very Significant
21
0,3
Very Easy
-
22
0,2
Very Easy
-
23
0,2
Easy
-
24
0,7
Moderate
Very Significant
25
0,7
Moderate
Very Significant
Slide11Where:
n = number of questions
= total of variance scores each item
= total of variance score
2.
Reliability
Slide12Where:
TK = Tingkat
kesukaran
(Index of difficulty for each item)
= the average score in each question
= Maximum score of each question
3.
Difficulty index
Slide13Difficulty Index
Interpretation
Tk
= 0,00 – 0,30
Difficult
Tk
= 0,31 – 0,70
Moderate
Tk
= 0,71 – 1,00
Easy
Table 4 Criteria of Difficulty Index
Slide14Table 5 Difficulty Index
Questions Number
Difficulty Index (%)
Questions Information
1
0,422
Moderate
2
0,802
Easy
3
0,5
Moderate
4
0,657
Moderate50,445Moderate60,577Moderate70,545Moderate80,525Moderate9
0,527Moderate
100,675Moderate
11
0,5
Moderate
12
0,61
Moderate
13
0,75
Easy
14
0,57
Moderate
15
0,417
Moderate
Slide1516
0,54
Moderate
17
0,54
Moderate
18
0,44
Moderate
19
0,415
Moderate
20
0,54
Moderate
210,93Very Easy220,937Very Easy230,822Easy240,49Moderate
250,40
Moderate
Slide16or
Where:
JB
A
=
Total student of upper group which answer correctly or number of
correct
answer for upper group
JB
B
=
Total of students of lower group who answer correctly or
number of correct answer for lower groupJSA = Number of student upper groupJSB = Number of student lower group 4.
Discriminating Power Index
Slide17Speaking Assessment
Slide18Table 6 Oral Proficiency Scoring Categories Grammar
Score
Proficiency Description
1
Errors in grammar are frequent, but speaker can be understood by a native speaker use to dealing with foreigners attempting to speak his language.
2
Can usually handle elementary construction quite accurately but does not have thorough or confident control of the grammar.
3
Control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations or practical, social, and professional topics.
4
Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare.
5
Equivalent to that of an educated native speaker.
Slide19Score
Proficiency Description
1
Speaking vocabulary inadequate to express anything but the most elementary needs.
2
Has speaking vocabulary sufficient to express him simply with some circumlocutions.
3
Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversation and practical, social and professional topics. Vocabulary is broad enough that be rarely has to grope for a word.
4
Can understand and practice in any conversation within the range of his experience with a high degree of precision of vocabulary.
5
Speech on all levels is fully accepted by educate native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references.
Table 7 Oral Proficiency Scoring Categories Choice of Words
Slide20Score
Proficiency Description
1
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.
2
Can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized knowledge)
3
Comprehension is quite complete at a normal rate of speech.
4
Can understand any conversation within the range of his experience.
5
Equivalent to that of an educated native speaker.
Table 8 Oral proficiency Scoring Categories Comprehension
Slide21Score
Proficiency Description
1
(No specific fluency description refers to other four language areas for implied level of fluency)
2
Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information.
3
Can discuss particular interest of competence with reasonable ease. Rarely has to grope for words.
4
Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency.
5
Has complete fluency in the language such that his speech is fully accepted by educated native speakers.
Table 9 Oral Proficiency Scoring Categories Fluency
Source:
Brown. 2004.
Language Assessment Principle and classroom practice.
Slide22Data Collection
Data Collection
Conducting the Pilot Test
Conducting Pretest
Giving Treatment
Treatment Procedure
Slide23The
teacher introduces the speaking skills and the objective of the lesson for the certain days.
The teacher provides some materials needed such as: several sheets or cartoon, glue, different colored pens/pencil and discussion questions.
The teacher divides the class into groups with four or five students and give each group a different colored pen.
The students are given a certain topic and make their own gallery in their group and discuss what they have in the gallery by put their ideas and knowledge in the gallery given
.
Allocation Time: 40 minutes
Slide24The
teacher instructs each group to walk around to the next
gallery.
Every
group has to review the task, discussion
questions
and any answer recorded by the previous groups.
Then
members of the group must add an information or comment with a colored pen that represents their own group.
After
an appropriate amount of time (about 3 minutes), the students move to other gallery until all the groups have visited each gallery.The students return to their own gallery to prepare the comments and brief oral report to present in the larger class. These oral report as an opportunity for all students to check their own understanding. The teacher gives comments and summarize the discussion questions in the end of learning.
Slide25Statistical Treatment Data
Normalized
Gain
Conducting Posttest
Slide26Gain Value
Interpretation
G ≥ 0,70
High
0,30 < G ≤ 0,70
Moderate
G < 0,30
Low
Table 10 Normalized Gain Index Criteria
Slide27Where:
W
: Normality test
X
i
: Sample Data i
: The constants obtain from the average value
: The average of sample data.
Normality Test
Slide28If p value (Sig.) ≤ α (0.05) then Ha is accepted and Ho is rejected. It means there is a significance different in students’ interactive speaking achievement after using Gallery Walk technique.
If p value (Sig.) ≥ α (0.05) then Ho is accepted and Ha is rejected. It means there is no significance different in students’ interactive speaking achievement after using Gallery Walk technique.
Hypothesis Testing
Slide29Sts
.
Pre-Test
Post-Test
Gain
S1
105
217
0.379661017
S2
131
331
0.743494424
S3
75
2690.596923077S41192040.302491103S51722400.298245614S699
2040.348837209
S7102370
0.899328859
S8
117
332
0.759717314
S9
88
282
0.621794872
S10
119
317
0.704626335
S11
134
277
0.537593985
S12
156
305
0.610655738
IV. RESULT AND DISCUSSION
Table 11 Recapitulation Table
Slide30S13
114
244
0.454545455
S14
105
242
0.46440678
S15
155
295
0.571428571
S16
122
363
0.866906475S171233320.754512635S181073080.686006826S1983
3220.753943218
S20136215
0.299242424
S21
95
201
0.347540984
S22
82
250
0.528301887
S23
82
236
0.48427673
S24
155
374
0.893877551
S25
188
265
0.363207547
S26
129
333
0.752767528
S27
116
314
0.697183099
S28
147
283
0.537549407
S29
120
238
0.421428571
Slide31S30
122
280
0.568345324
S31
155
346
0.779591837
S32
124
303
0.648550725
S33
114
304
0.664335664S34943060.692810458S351253330.756363636S36145
3520.811764706
S37155303
0.604081633
S38
107
282
0.597269625
S39
118
238
0.425531915
S40
145
345
0.784313725
Mean
122
288.875
0.600336362
St.
Dev
25.65053606
48.31210381
0.171371078
Slide32Look
at the picture above! What are the advantages and disadvantages
from
technology?
Answer
: (+)
Untuk
mempermudah
mencari
tau tentang sesuatu,untuk mempermudah komunikasi, mempermudah mendapatkanberita. (-) membuat malas
belajar, memperlambat pola
pikir
.How many accounts do you have in social media? Answer: EmpatWhen were you introduced to technology? Answer: Dari kecilWhy do people need technology in their life? Answer: kalau tidak ada teknologi tidak tahu berita. Who is the well-known people in technology? Answer: belum tahuHere is the example transcription of students’ pre-test.
Technology
Slide33Look at the picture above! What are the advantages and disadvantages from
technology?
Answer
: (+) Is people easily to get information. (-) People are easily to share and searching negative information from internet.
How many accounts do you have in social media?
Answer
: I have five accounts
When were
you
introduced
to
technology?
Answer: I started to know about technology since childhood.Why do people need technology in their life?Answer: Because people need the rapid information to support their carrier and prepare everyone for the real world.Who is the well-known people in technology?
Answer: Bill-Gates
Here is the example transcription of students’ of students’ post-test.
Slide34How do you
express
if you want to invite someone to a party?
Answer
:
bisakah
kamu
datang
ke
pesta malam nanti. How do you refuse an invitation?Answer: maaf, saya tidak bisa karena ada keperluan.
When did you start hangouts with your friends?
Answer
: waktu SD.Who is your best friend that would never be forgotten to be invited on your birthday party?Answer: ArindaWhy teenager need to be wise in deciding whether to join a party?Answer: Karena takut terbawa arus yang negative How do we congratulate friend who celebrated a party?Answer: terimakasih sudahmengundang saya. Friendship Pre-test
Slide35How do you
express
if you want to invite someone to a party?
Answer
: Would you mind to come to my celebration party next Monday?
How
do you refuse
an invitation?
Answer
: I regret I will not be here at that moment.
When
did you
start to hangouts with your friends? Answer: I started hang out with my friends since I was in five class.Who is your best friend that would never be forgotten to be invited on your birthday party?Answer: My best friend is anisa.Why teenager need to be wise
whether to join a party?Answer: Because many parties are tending to have negative things inside that might not suit for teenager.
How do we congratulate friend who
celebrate a party? Answer: That simply wonderful. Friendship post test
Slide36What kind of friend do you want to
have?
Answer: yang
baik,selalu
ada
.
What
will you
say if you want to respond to a statement uttered by your
friend?
Answer
: berkata dengan baik. What will be your action if your friend betrays you?Answer: menasehati.Why do we need to help if one of our friends are in trouble?
Answer: after meeting. If you are in the class or meeting, when is the proper time to give
opinion.
Answer: Karena kalau teman kita baikWhat will you say, if you want to give opinion in the proper way?Answer: I’m sorry sebaikny…. Social Life
Slide37What kind of friend do you want to have?
Answer: I want to have friends who are nice good easy going, smart, and cheerful.
What will say if you want to respond to a statement uttered by your friend? Answer: I don’t think so.
How is your action will be if your friend betrays you?
Answer: I don’t care about it.
Why do we need to help if one of our friends are in trouble? Answer: Because we are social boings we need to help each other.
If you are in the class or meeting, when is the proper time to give opinion. Answer: When the leader gives us a chance to speak.
What will you say, if you want to give opinion in the proper way?
Answer: In my opinion, proper way is good.
Social
Life
Post-test
Slide38What do you like the most about school
life?
Answer:
berteman
Education is very important. Why do we need to go to school?
Answer
:
kalau
tidak
ke
sekolah kita tidak mempunyai ilmu. How do we help the unfortunate children to go to school? Answer: dengan sumbangan.
School LifePretest
Slide39What do you like the most about school life?
Answer
: I like of meeting, friends, and teacher.
Education is very important. Why do we need to go to school?
Answer
: Going to school is important for our carrier, future, education you may wish the pursue and social, and communication skills.
How do we help the unfortunate children to go to school?
Answer
: With give the something like money or service, so that can go to school.
School
Life
Post test
Slide40Students’ speaking ability in SMP Negeri 1 Parongpong
is improved after using Gallery Walk technique show in the Table 4.2 which is the average gain for Speaking skill improvement is 0.60034. According to Hake (1998) if 0,30 <
G
≤ 0,70 it means that the improvement of students’ performance after pretest and post-test is moderate. Since the 0,30 < 0,60034, it can be
concluded
that all the students speaking skill
improved.
Slide41Table 12 Table of Pretest, Posttest, Standard Deviation, and Gain
Sample group
Mean
Standard Deviation
Pre-test
122
25.65054
Post-test
288.875
48.31210
Gain
0.60034
0.171371
Slide42Figure 2 Histogram of Pre-test and Posttest.
Slide43In the data on Table 4.3. the Sig. of the normality test is 0.603, if ρ value (Sig) ≥ α (0.05) it means that the data is distributed normally (
Sianipar
, 2014). Based on the data on Table 4.3 the p-value Sig. is 0.603 which is greater than α 0.05. it means that the data used in this study is distributed normally.
Slide44GW
N
40
Normal Parametersa
Mean
.6003
Std. Deviation
.17355
Most Extreme Differences
Absolute
.095
Positive
.073
Negative-.095Kolmogorov-Smirnov Z.603Asymp. Sig. (2-tailed).861Table13 Normality Test
One-Sample Kolmogorov-Smirnov Test
Test distribution is Normal.
Slide45One sample test is used to calculate the significance of the research. If p value (Sig.) ≤ α (0.05) then H
A
is accepted and H
0
is rejected and If p value (Sig.) ≥ α (0.05) then the H
0
is accepted and H
A
is rejected. In the table below shows the p value (Sig) = 0.000 it means that p value (Sig.) ≤ α (0.05) it can be interpreted that H
0
is rejected and H
A
accepted. One Sample Test.
Slide46Table 14 One sample test
Test Value = 0
T
Df
Sig. (2-tailed)
Mean Difference
95% Confidence Interval of the Difference
Lower
Upper
N gain
21.877
39
.000.60034.5448.6558
Slide47From this research, the conclusion that can be drawn are the following:
Gallery Walk is an effective method in improving students’ speaking skills. It was known in the result of the hypothesis testing showed a significant difference before and after giving treatment.
From the research point of view, it was found that the second-year students of SMP
Negeri
1
Parongpong
was motivated in sharing ideas and responds to each gallery and do their activity in learning process. It is like what
Francek
(2006) who stated that gallery walk is a discussion technique that gets students out of their chairs into active engagement.
Conclusion
Slide48From the researcher personal point of view, the method is good to be implemented because most of the students are enthusiastic and happily to do the method given. Researcher did not know how the result will be if the method being implemented in the different sample of students but by looking from the previous scientist review shows that this method is good for improving speaking skills especially for young children that is students in Junior High School.
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