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The Effectiveness of Gallery Walk and Numbered-Heads Together in Teaching Reading Comprehension

English Education Journal · Vol. 12 No. 2 (2022) · hlm. 225–233

DOI
10.15294/eej.v12i2.51662
ISSN
2087-0108, 2502-4566
Terbit
2022-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aimed to investigate the effectiveness of gallery walk and numbered-heads together for teaching reading comprehension to students with distinct personalities. The objectives of the study were, to investigate extrovert, and introvert students' scores of reading comprehension to analyze the effectiveness of gallery walk, to investigate extrovert and introvert students' score of reading to analyze the effectiveness of numbered-heads together, to explore the significant differences between extroverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to explore the significant differences between introverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to analyze how teaching, the personality of students and the reading style interact. This was an experimental study with a 2x2 factorial design. Observations, questionnaires, and tests were used to get the research data. Data from reading tests and questionnaires were analyzed quantitatively using a T-test and ANOVA. The results show that the mean score of the extroverts is 78.40 and introverts is 78.60 after taught using gallery walk technique. While the mean score of the extroverts is 82.70 and introverts is 81.10 after learning using numbered-heads together. These techniques were effective to teach reading. The students’ score of reading comprehension after taught using numbered-heads together technique was higher than those taught by gallery walk. Besides, there was no significant interaction between the use of techniques, student personality, and student reading comprehension.

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  • State University of Semarang
  • National Research and Innovation Agency
  • Ministry of Education and Culture
  • Universitas Halu Oleo
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Dwi RukminiState University of Semarang15
Januarius MujiyantoState University of Semarang11
Djoko SutopoState University of Semarang10
Widhiyanto WidhiyantoState University of Semarang8
Abdurrachman FaridiState University of Semarang8
Mursid SalehState University of Semarang7
Suwandi SuwandiState University of Semarang6
Rudi HartonoState University of Semarang5
Issy YuliasriState University of Semarang4
Rahayu Puji HaryantiState University of Semarang3
Warsono WarsonoState University of Semarang3
Fahrur RoziState University of Semarang3
Puji AstutiState University of Semarang2
Zulfa SakhiyyaState University of Semarang2
Ani RusilowatiState University of Semarang2
Rezza FatwassaniState University of Semarang2
Abdurrahman FaridiState University of Semarang2
Saeful BahriNational Research and Innovation Agency1
Siti NurohmahState University of Semarang1
Dian Puspita AnggraeniState University of Semarang1
Hanum BestariState University of Semarang1
Nurlaila TuananyAfiliasi tidak diketahui1
Manikowati ManikowatiMinistry of Education and Culture1
Kiki Nuriska DenhasState University of Semarang1
Yulianti YuliantiUniversitas Halu Oleo1
Windhariyati Dyah KusumawantiAfiliasi tidak diketahui1
abdulhakim faraj alowalidAfiliasi tidak diketahui1
Toto NugrohoAfiliasi tidak diketahui1
Inayatul MaulaState University of Semarang1
Yulia Shinta KusumaningtyasAfiliasi tidak diketahui1
Tutik LestariAfiliasi tidak diketahui1
Rifqi Hazmi MamduhanAfiliasi tidak diketahui1
Yayang Gita Permatasari GunawanState University of Semarang1
Andi Tenry Lawangen Aspat ColleState University of Semarang1
Aris NoviState University of Semarang1
Sisilia Agustin Dini IslamiState University of Semarang1
Dwi Amalia PutriState University of Semarang1

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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">The Effectiveness of Gallery Walk and Numbered-Heads Together in Teaching Reading Comprehension</dc:title>
	<dc:creator>Fida, Imaduddin Abil</dc:creator>
	<dc:creator>Linggar Bharati, Dwi Anggani</dc:creator>
	<dc:creator>Wuli Fitriati, Sri</dc:creator>
	<dc:description xml:lang="en-US">This study aimed to investigate the effectiveness of gallery walk and numbered-heads together for teaching reading comprehension to students with distinct personalities. The objectives of the study were, to investigate extrovert, and introvert students' scores of reading comprehension to analyze the effectiveness of gallery walk, to investigate extrovert and introvert students' score of reading to analyze the effectiveness of numbered-heads together, to explore the significant differences between extroverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to explore the significant differences between introverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to analyze how teaching, the personality of students and the reading style interact. This was an experimental study with a 2x2 factorial design. Observations, questionnaires, and tests were used to get the research data. Data from reading tests and questionnaires were analyzed quantitatively using a T-test and ANOVA. The results show that the mean score of the extroverts is 78.40 and introverts is 78.60 after taught using gallery walk technique. While the mean score of the extroverts is 82.70 and introverts is 81.10 after learning using numbered-heads together. These techniques were effective to teach reading. The students’ score of reading comprehension after taught using numbered-heads together technique was higher than those taught by gallery walk. Besides, there was no significant interaction between the use of techniques, student personality, and student reading comprehension.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-06-20</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/51662</dc:identifier>
	<dc:identifier>10.15294/eej.v12i2.51662</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 12 No 2 (2022): June 2022; 225-233</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/51662/21811</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 English Education Journal</dc:rights>
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