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Gallery Walk and Think-Pair-Share Techniques for Teaching Writing Descriptive Text to Students with High and Low Motivation

English Education Journal · Vol. 7 No. 3 (2018) · hlm. 206–212

DOI
10.15294/eej.v7i3.20737
ISSN
2087-0108, 2502-4566
Terbit
2018-01-18
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study investigates the effectiveness of gallery walk and think-pair-share techniques to teach writing descriptive text to students with high and low motivation. A quantitative approach is used in this study by applying 2x2 factorial design in the form of pre-test and post-test. 72 students from the tenth grade of State Senior High School 1 Simo Boyolali who take English subject in the academic year of 2016/2017 are participated in this study. The motivational questionnaire and writing test are used as the instruments of the study. This study reveals several findings: gallery walk technique is effective to teach writing descriptive text to students with high and low motivation, think-pair-share technique is effective to teach writing descriptive text to students with high and low motivation, there is no significant difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation, gallery walk technique is more effective to be used to teach writing descriptive text to students with high and low motivation compared to think-pair-share technique, the ANOVA test reveals that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. To conclude, gallery walk technique is more effective compared to think-pair-share technique for teaching writing descriptive text to students with high and low motivation, and there is no effective interaction among students’ motivation, teaching technique and students’ writing achievement. In sum, it can be said that students’ writing achievement is not influenced by motivation; it is influenced by the implementation of teaching techniques.

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  • State University of Semarang
  • Universitas Syiah Kuala
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Rekan penulisOrganisasiArtikel bersama
Sri Wuli FitriatiState University of Semarang9
Abdurrachman FaridiState University of Semarang7
Januarius MujiyantoState University of Semarang7
Dwi Anggani Linggar BharatiState University of Semarang6
Widhiyanto WidhiyantoState University of Semarang6
Issy YuliasriState University of Semarang4
Djoko SutopoState University of Semarang4
Mursid SalehState University of Semarang4
Ahmad SofwanState University of Semarang2
Hendi PratamaState University of Semarang2
Frimadhona SyafriState University of Semarang2
Sri WahyuniState University of Semarang1
Rini Susanti WulandariAfiliasi tidak diketahui1
Zumala HusnaState University of Semarang1
Hanum BestariState University of Semarang1
Siti MujahadahState University of Semarang1
Khomsa BintanaState University of Semarang1
Rajif Alif RuansyahState University of Semarang1
Firman WicaksonoAfiliasi tidak diketahui1
Uju UjuAfiliasi tidak diketahui1
Dwi Anggani L.BState University of Semarang1
Yulia Shinta KusumaningtyasAfiliasi tidak diketahui1
Tutik LestariAfiliasi tidak diketahui1
Ahmad Yusron AuladiState University of Semarang1
Nur AnisahUniversitas Syiah Kuala1
Rifki HidayatState University of Semarang1
Roni WahyudiState University of Semarang1
Hindria Ariyanti RodiahState University of Semarang1
Jati Widya IswaraAfiliasi tidak diketahui1
Nanang NarwiantaAfiliasi tidak diketahui1
Kurnia AtiullahAfiliasi tidak diketahui1
Gisty ListianiState University of Semarang1
Asri AstriaState University of Semarang1
Aulia PrianganState University of Semarang1
Umi Aisyah Sulistyaning TyasState University of Semarang1
Dita Ayu PratiwiState University of Semarang1
Annisa Kumara DewiState University of Semarang1
Nita Sitta RachmaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Gallery Walk and Think-Pair-Share Techniques for Teaching Writing Descriptive Text to Students with High and Low Motivation</dc:title>
	<dc:creator>Dewi Kilas Sinar Nurani, Arsianti</dc:creator>
	<dc:creator>Rukmini, Dwi</dc:creator>
	<dc:description xml:lang="en-US">This study investigates the effectiveness of gallery walk and think-pair-share techniques to teach writing descriptive text to students with high and low motivation. A quantitative approach is used in this study by applying 2x2 factorial design in the form of pre-test and post-test. 72 students from the tenth grade of State Senior High School 1 Simo Boyolali who take English subject in the academic year of 2016/2017 are participated in this study. The motivational questionnaire and writing test are used as the instruments of the study. This study reveals several findings: gallery walk technique is effective to teach writing descriptive text to students with high and low motivation, think-pair-share technique is effective to teach writing descriptive text to students with high and low motivation, there is no significant difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation, gallery walk technique is more effective to be used to teach writing descriptive text to students with high and low motivation compared to think-pair-share technique,&amp;nbsp; the ANOVA test reveals that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. To conclude, gallery walk technique is more effective compared to think-pair-share technique for teaching writing descriptive text to students with high and low motivation, and there is no effective interaction among students’ motivation, teaching technique and students’ writing achievement. In sum, it can be said that students’ writing achievement is not influenced by motivation; it is influenced by the implementation of teaching techniques.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-01-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/20737</dc:identifier>
	<dc:identifier>10.15294/eej.v7i3.20737</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 7 No 3 (2017); 206-212</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/20737/9860</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 English Education Journal</dc:rights>
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