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THE EFFECTIVENESS OF GALLERY WALK

TO TEACH SPEAKING VIEWED FROM THE STUDENTS’
SELF-ESTEEM
(An Experimental Study at the Eleventh Grade Students of SMAN 3 Cilacap
in the Academic Year of 2011/2012)
By
Hariyati Majiasih
NIM.S891008036
Submitted to Graduate School of Sebelas Maret University as a partial Fulfilment

for Getting the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
HARIYATI MAJIASIH, S891008036, 2012. The Effectiveness of Gallery

Walk to Teach Speaking Viewed from the Students’ Self-Esteem(An Experimental
Study at the Eleventh Grade Students of SMAN 3 Cilacapin the Academic Year of
2011/2012). Thesis. Surakarta. English Education Department of graduate School,
SebelasMaret University of Surakarta. 2012. Consultant 1: Dr. Ngadiso, Mpd.
Consultant 2: Dr. Abdul Asib, M.Pd.
The objectives of the research are: (1) to know whether Gallery Walk is
more effective than Guided Speakingto teach speaking at the eleventh grade
students of SMAN 3 Cilacap in the academic year of 2011/2012; (2) to know
whether the eleventh grade students of SMAN 3 Cilacap in the academic year of
2011/2012 having high self-esteem have better speaking skill than those having
low self-esteem; and (3) to know whether there is an interaction between teaching
techniques and self-esteem in teaching speaking at the eleventh grade students of
SMAN 3 Cilacap in the academic year of 2011/2012.
The research was carried out at SMAN 3 Cilacap, Central Java, from July
to November 2011. The research method was experimental. The subjects of the
research are two classes. The experimental group is the students of XI Science 4
which consists of 32 students, 24 girls and 8boys. The experimental group was
taught speaking using Gallery Walk. The control group is the students of XI
Science 5 which consists of 32 students, 22 girls and 10 boys. The control group
was taught speaking using Guided Speaking. The data of speaking were obtained
from the speaking test and questionnaire was used for measuring students’ self-
esteem. The researcher used quantitative data for this research. The speaking test
was done after having nine times treatments for each class. The data were
analyzed by using ANOVA or analysis of variance and Tuckey test.
Based on the result of the data analysis, the research findings are: (1) Using
gallery walk is more effective than guided speaking for teaching speaking to the
eleventh grade students of SMAN 3 Cilacap in the academic year 2011/2012; (2)
The speaking skill of students having high self-esteem is better than that of those
having low self-esteem; (3) There is an interaction between teaching techniques
and self-esteem in teaching speaking.
Based on these research findings, it can be concluded that gallery walk is an
effective teaching technique to teach speaking to the eleventh grade students of
SMAN 3 Cilacap. The effectiveness of the teaching is influenced by students’
self-esteem.
The research result of this study implies that: (1) English teacher should use
gallery walk to develop their technique to teach speaking; (2) the students use
gallery walk to improve their speaking skill as it can help them find new ideas to
speak, vocabulary and it enables them to learn from their friends; and (3) the
future researchers develop some dimensions which have not been developed in
this research like using different population and viewed from different factors.
Keywords: Gallery Walk, Guided commit to user

Speaking, Speaking, Self-Esteem
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ABSTRAK
HARIYATI MAJIASIH, S891008036, 2012. The Effectiveness of Gallery

Walk to Teach Speaking viewed from the Students’ Self-Esteem (Sebuah penelitian
experimental pada siswakelas XI SMAN 3 Cilacaptahunpelajaran 2011/2012).
Thesis. Surakarta. Program PendidikanBahasaInggris, FakultasPaskaSarjana,
UniversitasSebelasMaret Surakarta. 2012. Pembimbing 1: Dr. Ngadiso, M.Pd.
Pembimbing 2: Dr. Abdul Asib, M.Pd
Tujuandaripenelitianiniadalah: (1) untuk mengetahui apakah Gallery Walk
lebih efektif daripada Guided Speaking untuk mengajar ketrampilan berbicara
pada siswa kelas XI SMAN 3 Cilacap tahun pelajaran 2011/2012; (2)
untukmengetahuiapakahsiswakelas XI SMAN 3 Cilacap tahun pelajaran of
2011/2012 yang mempunyai self-esteem tinggi mempunyai kemampuan berbicara
lebih baik daripada mereka yang mempunyai self-esteem rendah; dan (3) untuk
mengetahui apakah ada interaksi antara teknik mengajardan self-esteem dalam
pengajaran kemampuan berbicara pada siswa kelas XI SMAN 3 Cilacap tahun
pelajaran 2011/2012.
Penelitian dilakukan di SMAN 3 Cilacap, Jawa Tengah, dari bulan Juli
sampai November 2011.Metode penelitian yang digunakan adalah
experiment.Subyek penelitian ini dua kelas. Kelompok experiment adalah kelas
XI IPA4 yang terdiri dari 32 siswa, 24 perempuan dan 8 laki-laki. Kelompok
experiment diajar dengan menggunakan Gallery Walk. Kelompok control adalah
siswa kelas XI IPA5 yang terdiri dari 32 students, 22 perempuan dan10 laki-laki.
Kelompok control diajar dengan menggunakan Guided Speaking. Data diperoleh
dari tes kemampuan berbicara dan kuesioner dipakai untuk mengukur self-esteem
siswa.Tes kemampuan berbicara dilakukan setelah masing-masing kelas
mendapatkan sembilan kali tindakan. Data dianalisa dengan menggunakan
ANOVA atau analysis of variance dan ujiTuckey.
Berdasarkan analisa data, temuan dari penelitian ini adalah: (1)
menggunakan Gallery Walk lebih efektif daripada Guided Speaking untuk
mengajar kemampuan berbicara siswa kelas SMAN 3 Cilacap tahun pelajaran
2011/2012; (2) kemampuan berbicara siswa yang memiliki self-esteem tinggi
lebih baik daripada mereka yang memiliki self-esteem rendah; dan (3) ada
interaksi antara teknik mengajar dan self-esteem untuk mengajar kemampuan
berbicara. Berdasarkan temuan dalam penelitian ini dapat disimpulkan bahwa
Gallery walk adalah teknik pengajaran yang efektif untuk mengajar kemempuan
berbicara pada siswa kelas XI SMAN 3 Cilacap. Keefektifan teknik mengajar
dipengaruhi oleh self-esteem siswa.
Hasil penelitian ini menunjukan: (1) guru Bahasa Inggris sebaiknya
menggunakan Gallery Wal kuntuk mengembangkan teknik pengajaran
kemampuan berbicara siswa; (2) siswa dapat menggunakan Gallery Walk untuk
meningkatkan kemampuan berbicara mereka karena Gallery Walk dapat
membantu mereka menemukan ide untuk berbicara, kosa kata baru. Dan Gallery
Walk memungkinkan siswa untuk dapat belajar dari teman; dan (3) peneliti yang
akan dapat mengembangkan penelitian ini dari faktor lain.
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MOTTO
Please remember that nobody remembers when you do right but

nobody forgets when you do wrong.
Mind your decision!
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DEDICATION
To:
My beloved parents and parents- in- Law
My beloved husband: Tejo Sutrisno
My beloved son: Nararya and Sulthan
My brothers and sisters
My friends in the world here and after
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Effectiveness
of Gallery Walk to Teach Speaking Viewed from the Students’ Self-
Esteem(An Experimental Study at the Eleventh Grade Students of SMAN 3
Cilacapin the Academic Year of 2011/2012)”. It is not a plagiarism or made by
others. Anything related to others’ work is written in quotation, the sources of
which are listed on the list of references.
If then the pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, February 2012
HariyatiMajiasih
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ACKNOWLEDGEMENT
In the name of Allah, the Almighty and Merciful.Praise is only to Allah, for
all His abundant blessing, mercies and guidance, so that the writer is able to
complete this thesis writing.
The writer is fully aware that this thesis cannot be completed without other
people’s help. Therefore, in this opportunity she would like to express her deep
gratitude to the following people:
1. Prof. Dr. Ir. Ahmad Yunus, MS, the Director of the Graduate School of
SebelasMaretUniversityfor giving the chance and facilities so that the
writer can study in the university.
2. Dr. Abdul Asib, M.Pd, as the Head of English Education Department of
Graduate School and also as the second consultant, who has given his
support, suggestion, criticism, guidance, and motivation for writing this
thesis. He has done so much to help the writer finish this thesis.
3. Dr.Ngadiso, M.Pd, as the first consultant, for his valuable guidance,
advice and feedback in writing this thesis. Thanks a lot for spending
time and energy to revise the researcher’s thesis.
4. The lectures of the English Education Department of Graduate School of
SebelasMaret University Surakarta, for their lectures, guidance,
suggestion and criticism. All lesson and knowledge are really important
for the researcher.
5. The principal of SMAN 3 Cilacap, for his permission to the writer to
study at the English education of graduate School of SebelasMaret
University also his permission to conduct research at the school.
6. Herbeloved parents, parents in law, brother and sisters by whom the
writer has been supported by their prayer.
7. Her beloved husband and two sons who are never tired giving material,
psychological and spiritual support so that she is able to finish this
thesis.
8. Her beloved friends and colleagues for all support given.
Finally the writer realizes that this thesis is still far from being perfect.
Therefore, constructive suggestion is needed for the progress of the next
study. The writer hopes that this research will give an important
contribution to the development of English education. May God always
bless us and lead us in His right way. Amin.
Surakarta, February 2012
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The researcher
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TABLE OF CONTENT
TITLE PAGE ................................................................................................... i

APPROVAL PAGE ........................................................................................ ii
LEGITIMATION PAGE ............................................................................... iii
MOTTO ............ ............................................................................................. iv
DEDICATION . ............................................................................................. v
ABSTRACT ....... ............................................................................................. vi
PRONOUNCEMENT ...................................................................................... vii
ACKNOWLEDGEMENT .............................................................................. viii
TABLE OF CONTENT .................................................................................. x
LIST OF TABLES .......................................................................................... xiii
LIST OF FIGURES ........................................................................................ xiv
LIST OF APPENDICIES ................................................................................ xv
CHAPTER I INTRODUCTION
A. Background of the Study................................................. 1
B. Problem Identification .................................................... 4
C. Limitation of the Problem ............................................... 5
D. Problem Statement .......................................................... 6
E. Objectives of the Study ................................................... 6
F. The Benefit of the Study ................................................ 6
CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical background................................................... 8
1. Speaking .................................................................. 8
a. Speaking Definition .......................................... 8
b. Speaking Ability ................................................ 9
c. Teaching Speaking ............................................ 12
d. Problems in Teaching Speaking ....................... 14
e. Evaluating Speaking ......................................... 15
2. Gallery Walk ............................................................ 17
a. Definition .......................................................... 17
b. Procedure .......................................................... 18
c. Gallery Walk Technique in Teaching Speaking 18
d. Strength and Weaknesses of Gallery Walk ....... 20
3. Guided Speaking ...................................................... 21
a. Definition .......................................................... 21
b. Teaching Steps ................................................... 22
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Weaknesses of Guided Speaking.. 23
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4. Self-Esteem .............................................................. 23
a. Definition ........................................................... 23
b. Elements of Self-Esteem ................................... 24
c. The Importance of Self-Esteem ......................... 25
d. Testing Self-Esteem .......................................... 26
5. Relevant Studies ...................................................... 28
B. Rationale ......................................................................... 30
1. The Difference Between Gallery Walk and Guided
Speaking to Teach Speaking ................................... 31
2. The Difference Between the Students Having High self-
Esteem and those having Low Self-Esteem ............. 32
3. Interaction Between Teaching Technique and Students’
Self-Esteem .............................................................. 32
C. Hypothesis ....................................................................... 33
CHAPTER III RESEARCH METHODOLOGY

A. Setting of the Research ................................................... 34
B. Research Method ............................................................ 35
C. Population, Sample and Sampling .................................. 35
1. Population ............................................................... 35
2. Sample .................................................................... 36
3. Sampling ................................................................. 36
D. Technique of Collecting Data ........................................ 36
E. Technique of Analyzing Data
1. Prerequisite Test ........................................................ 39
a. Normality test .................................................... 39
b. Homogeneity Test .............................................. 39
2. Hypothesis Testing ................................................... 40
3. Multiple Comparison ................................................ 42
4. Statistical Hypotheses .............................................. 43
CHAPTER IV RESEARCH FINDING

A. Data Description ............................................................. 44
1. The Students who are Taught Using Gallery Walk . 45
2. The Students who are Taught Using Guided Speaking 46
3. The Students having high self-Esteem .................... 47
4. The Students having Low Self-Esteem ................... 48
5. The Students Having High Self-Esteem who are Taught
Using Gallery Walk ................................................ 49
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6. The Students Having Low Self-Esteem who are Taught

Using Gallery Walk ................................................ 50
7. The Students Having High Self-Esteem who are Taught
Using Guided Speaking .......................................... 51
8. The Students Having Low Self-Esteem who are Taught
Using Guided Speaking .......................................... 52
B. Data Analysis ................................................................ 54
1. Normality Test ........................................................ 54
2. Homogeneity Test ................................................... 54
C. Hypothesis Testing ....................................................... 57
D. Hypothesis Verification ................................................ 62
E. Discussion of The Research Findings ........................... 63
CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION
A. Conclusion .................................................................... 68
B. Implication .................................................................... 68
C. Suggestion ..................................................................... 69
BIBLIOGRAPHY .................................................................................... 71
APPENDICIES .................................................................................... 73
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LIST OF TABLES
Table 1 Time Schedule of the Research .................................................... 34

Table 2 The Score of Self-Esteem Questionnaire ..................................... 37
Table 3 ANOVA description ..................................................................... 38
Table 4 Frequency Distribution of A1 ....................................................... 45
Table 5 Frequency Distribution of A2 ....................................................... 46
Table 6 Frequency Distribution of B1 ........................................................ 47
Table 7 Frequency Distribution of B2 ........................................................ 48
Table 8 Frequency Distribution of A1B1 .................................................... 49
Table 9 Frequency Distribution of A1B2 ................................................... 50
Table 10 Frequency Distribution of A2B1 .................................................... 51
Table 11 Frequency Distribution of A2B2 ................................................... 52
Table 12 Normality Test Summary ............................................................. 54
Table 13 Homogeneity Data......................................................................... 55
Table 14 Homogeneity Test Summary......................................................... 57
Table 15 ANOVA ....................................................................................... 58
Table 16 Summary of ANOVA.................................................................... 60
Table 17 Summary of Tukey test ................................................................ 61
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LIST APPENDICIES
Appendix Blue Print of Self-Esteem ..................................................... 73

Appendix 2 Self-Esteem Questionnaire .................................................... 74
Appendix 3 Validity and Reliability of Questionnaire ............................. 79
Appendix 4 Lesson Plans .......................................................................... 103
Appendix 5 Speaking Test Blue Print ....................................................... 122
Appendix 6 Speaking Sating Scale ............................................................ 123
Appendix 7 Speaking Score ....................................................................... 125
Appendix 8 Mean, Median, Mode, and Standard Deviation .................... 126
Appendix 9 Normality Test ....................................................................... 146
Appendix 10 Homogeneity Data ................................................................. 154
Appendix 11 Tuckey Test ............................................................................ 155
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CHAPTER I
INTRODUCTION
A. Background of the Study

Teaching English should encompass four language skills: listening,
speaking, reading, and writing. Those should be given integratedly.
Speaking is a very important skill to have direct communication among
people because language is basicly spoken. In this global era, it is a must
for young generation to be able to communicate directly in English
because English is an international language. They need speaking skill to
be able to compete in this global world. English teachers have the
responsibility to make students able to speak English as one of important
skills that students must have otherwise they will get difficulty to improve
themselves and make them loose many chances in the world competition.
Speaking has been considered as one of the most important skills.
Unfortunately, most students assume it as a difficult skill to learn. Due to
this fact, Indonesian goverment has made some efforts to make the
condition better by giving training for teachers and revising the curriculum
to make the speaking skill getting better and better. To meet the target
stated in the curriculum, the government insists the passing grade of
English in RSBI (pre- International Standardized School) is 75. As the
consequence the teachers need to work harder not only in teaching the
material but also encouraging the students to have better achievement in
English including speaking.
In 2006 curriculum it is stated that the speaking standard
competence of XI grade students are: (3.1) The students should be able to
express the idea of transactional and interpersonal conversation in context
of daily life; and (4.1) The students should be able to express the idea of
monolog in the form of short functional text and text in the form of
Report, Narrative, and Analytical Exposition in context of daily life. In
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must for the teacher to improve the students’ speaking ability by

improving students’ pronunciation, grammar, vocabulary, fluency and
comprehension.
Heaton (1988: 102) states that in certain examinations students are
required to prepare a short talk on a given topic. This is clearly a realistic
test of sustained speech but it constitutes an extremely difficult
examination for the second language learners. Based on that statement and
based on the writer observation, students get more difficulty in speaking
monolog like giving announcement, retelling story, telling the process of
something, describing things or places than dialog. Therefore, the writer
focuses the research on speaking short functional text and monologue.
A teaching-learning process is said to be successful when there is
students’ involvement in the classroom activity. The new learning
paradigm should provide wide space not only for teachers but also for
learners. The effective teaching-learning process insists the students to be
more active than the teacher so the teachers must be creative in creating
enjoyable atmospheres that can stimulate the students to speak.
Students speaking skill greatly depends on the teaching technique
used by the teachers, the students’ self-esteem, and school facilities. Those
factors simultaneously will affect the students’ achievement. Besides
developing the teaching technique, the teacher also has to be able to raise
the students’ self-esteem and the school has the responsibility to provide
the needed facility.
Teachers must be creative in teaching. Monotonous way of
teaching will make the students bored. Gallery Walk is a teaching
technique that the writer would like to try in the classroom. In this
technique the teacher will divide the students into four groups. Each group
has a gallery and the members in turn will become the gallery attendants
that have to tell the gallery visitors about what they have in their gallery.
After getting their turn as gallery attendants, they move to other gallery
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and act as gallery visitors and to user to get other chance as gallery
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attendant again. While the students are practicing as gallery attendants, the
teacher moves around and identifies the students’ problems in asking and
giving the information, pronunciation, fluency and also the grammar. This
technique will enable the students to practice their monologue speaking
skill and the classroom atmosphere will be enjoyable as the students feel
the situation is not very formal.
The Gallery Walk technique will be compared with Guided
Speaking. In Guided Speaking technique the teacher will give guides to
stimulate the students to speak. The guide can be in the form of questions
related to the speaking topic. The teacher gives them some guiding
questions and the students will arrange the answer or the words to perform
a speaking monologue. In turn the students practice the speaking
monologue.
Other guide that can be used for teaching speaking is in the form of
picture. In this technique the teacher uses a picture or picture series to
teach speaking. The student will be shown a picture or picture series
related to the speaking topic, and the students practice the monolog. After
practicing, the teacher and the students discuss the problem.
Another form of guide is word map. Word map is commonly used
for teaching writing. Because writing, as well as speaking are productive
skill, word map can also be used to give guide in speaking activity.
Besides teaching technique, students’ self-esteem plays a very
important role in building the students’ speaking skill. It is assumed that
Students with high self-esteem will learn faster than the students’ with low
self-esteem. It is teachers’ responsibility to raise the students’ self-esteem
by using various techniques in teaching. The writer believes that the
Gallery Walk Technique is enjoyable enough for the students and hopes
that it can be effective in teaching speaking.
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B. Problem Identification
Speaking is one of the language skill that students consider
difficult. The writer views the difficulty is caused by some factors such as:
limmited vocabulary, problems in pronouncing the words, grammar
mastery, monotonous teaching technique.
Vocabulary is important component to produce a language.
Without having sufficient vocabulary students will get difficulty in
speaking English because they do not know how to express their idea. The
more vocabulary the students have, it will be easier for them to have
speaking skill.
In speaking, pronunciation also become a problem, more over for
Indonesian students since there are many differences in producing vowels
and consonants. The teachers must encourage the students to check the
way to pronounce the words in the dictionary or by paying a great
attention to the model.
Grammar as the rule of arranging words or sentences plays an
important role in speaking, especially to make the words or the sentences
meaningfull. The students need time and a lot of practice to be able to
speak with correct grammar.
The writer assumes that teaching speaking by using Gallery Walk
will be effective to improve students speaking skill but this teaching
technique needs time to prepare the gallery. The teacher must help the
students prepare their gallery.
Teaching speaking using questions or pictures or word map as
guides need less preparation but the writer assumes that this teaching
technique will make the students bored because the interaction among
students is limited. The teacher must be able to manage the class to make
the students pay attention when their friends are having speaking practice.
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The students’ self-esteem also influences the speaking skill. The

students who have good self-esteem tend to have more confidence to
speak. On the other hand, for students who have low self-esteem,
although they understand the language they will not be able to speak
confidently. The teacher have responsibility to motivate the students and
raise their self-esteem.
The monotonous teaching technique will affect students’ mastery
in speaking. The teacher must be creative to find teaching techniques
which are effective for teaching speaking. The writer would like to find
whether using Gallery Walk is more effective than using guided speaking
in teaching speaking.
C. Problem Limitation
There are two competence standards of speaking that students
should master. They are: (3) expressing the idea of transactional and
interpersonal conversation in context of daily life, and (4) expressing the
idea of monolog in the form of short functional text and text in the form of
Report, Narrative, and Analytical Exposition in context of daily life.
Heaton (1988: 102) states that in certain examinations students are
required to prepare a short talk on a given topic. This is clearly a realistic
test of sustained speech but it constitutes an extremely difficult
examination for the second language learners. Based on that statement and
based on the writer’s observation, the later competence standard is more
difficult than the former. Therefore, in this research the writer focuses on
teaching the second competence standard, expressing the idea of monolog
in the form of short functional text and text in the form of Report,
Narrative, and Analytical Exposition in context of daily life
Gallery Walk as a teaching technique will be compared with guided
speaking. This is to know which one is more effective to teach speaking. The
speaking guides that will be used in this research are questions, pictures, and
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D. Problem Statement
1. Is Gallery Walk more effective than Guided Speaking to teach speaking
at the eleventh grade students of SMAN 3 Cilacap in the academic year of
2011/2012?
2. Do the eleventh grade students of SMAN 3 Cilacap in the academic year
of 2011/2012 having high self-esteem have better speaking skill than those
having low self-esteem?
3. Is there any interaction between teaching techniques and self-esteem in
teaching speaking at the eleventh grade students of SMAN 3 Cilacap in the
academic year of 2011/2012?
E. Objectives of the Study

This research is aimed at finding out:
1. whether Gallery Walk is more effective than Guided Speaking to teach

speaking at the eleventh grade students of SMAN 3 Cilacap in the
academic year of 2011/2012.
2. whether the eleventh grade students of SMAN 3 Cilacap in the academic
year of 2011/2012 having high self-esteem have better speaking skill than
those having low self-esteem.
3. whether there is an interaction between teaching techniques and self-
esteem to teach speaking at the eleventh grade students of SMAN 3
Cilacap in the academic year of 2011/2012.
F. The Benefit of the study

1. For the Students
a. The students will get experiences by doing new activities either as gallery
attendants or as gallery visitors. This activity will enable the students to
improve their speaking skill because they will learn a lot from their friends
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when they become the gallery visitors and the will practice speaking
English when they become gallery attendants.
b. The teaching learning acvtivity will be enjoyable because the situation will
be informal that makes the students interact actively among them.
2. For the Teachers

a. The teachers will have a very valuable experience in using a new
technique. This new technique will avoid the teachers’ boredom in
teaching because they can see the students explore their ability in
speaking in a informal situation.
b. It will enable the teachers to know the effectiveness of using Gallery
Walk technique in teaching speaking.
3. For Other Researchers
It will probably be used as reference for those who want to conduct a
research in an English teaching process, especially in experimenting a
new technique in teaching speaking.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoritical Background
1. Speaking
a. Speaking Definition
Hornby (1994: 398) says that speaking is expressing ideas or feelings using
language. Hornby also says that speaking is producing words or talking to
somebody (Hornby, 1995:140).
Fulcher (2003: 46) says that speaking is a complex matter. Anyone who
wishes to speak a second language must learn the grammar and vocabulary of the
language, and master its sound.
Haris (1969:81) says: Like writing, speaking is a complex skill requiring the
simultaneous use of a number of different abilities which often develop at
different rates. Either four or five components are generally recognized in analysis
of the speech process:
1) Pronunciation (including the segmental features-vowels and
consonant-and the stress and intonation pattern)
2) Grammar
3) Vocabulary
4) Fluency (the ease and speed of the flow of speech)
Carol (1999) states that speaking is the productive skill in the oral mode. It
is more complicated than it seems at first and involves more than pronouncing
words. The micro-skills involved in speaking are:
1) Pronounce the distinctive sounds of a language clearly enough so that
people can distinguish them.
2) Use stress and rhythmic patterns, and intonation patterns of the
language clearly enough so that people can understand what is said.
3) Use the correct form of words (changes in the tense, case or gender).
4) Put words together in correct word order.
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Use vocabulary appropriately.
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6) Use the register or the language variety that is appropriate to the

situation and the relationship to the conversation partner.
7) Make clear to the listener the main sentence constituents, such as
subject, verb, object by whatever means the language uses.
8) Make the main ideas stand out from supporting ideas or information.
9) Make the discourse hang together so that people can follow what is
said
Chaney (1998) states that speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
context. Watkins (2005: 77) states that in order to speak and express what people
want to, they must recall the appropriate words and organize them into units
(grammar awareness).
b. The Speaking Ability

Many people think that someone masters a certain language if he can
speak the language well. This ability can be directly caught by other people.Many
language learners regard speaking ability as the measure of knowing the language.
These learners define fluency as the ability to converse with others, much more
than the ability to read, write or comprehend oral language. They regard speaking
as the most important skill they can acquire, and they assess their progress in
terms of their accomplishment in spoken communication.
Burkart (1998) states that language learners need to recognize that speaking
involves three areas of knowledge:
1) Mechanics (pronunciation, grammar, and vocabulary): using the right
words in the right order with correct pronunciation.
2) Functions (transaction and interaction): knowing when clarity of
message is essential (transaction or information exchange) and when
precise understanding is not required (interaction or relationship
building)
3) Social and cultural rules and norms (turn-taking, rate of speech, length
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speakers, relative roles of participants):
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understanding how to take into account who is speaking to whom, in

what circumstances, about what and for what reason.
From the explanation above, it is concluded that speaking ability of a
foreign language is the most highly prized language skill that enables the speakers
not only to produce words and utter ideas in our mind but also deliver and present
information, share feeling to other people. Speaking is a complex matter of
producing word or expressing idea to somebody by using proper pronunciation,
enough vocabulary, the ability to arrange the words, delivering it fluently to
express idea. Speaking is expressing ideas or feeling by producing and arranging
words appropriately with the ease and speed of the flow of speech and good ideas
organization to make people can follow what is said. From the theories of
speaking above, it can be concluded that the indicators of speaking are:
pronounciation, fluency, grammar, vocabulary, ideas or content, and organization
of ideas.
1) Pronunciation.
The way of producing a language is called pronunciation. Hornby
(2003: 1057) states that pronunciation is a way in which language is
spoken, a person’s way of speaking a language or words of a language.
Dalton and Seidlhofer (1995: 3) define pronunciation in general terms as
the production of significant sound in two senses. First, sound is
significant because it is used as part of a code of a particular language.
Second, sound is significant because it is used to achieve meaning in
context of use.
2) Fluency
In speaking a language, the fluency is very important, because
when people speak fluently, the message of their speaking will be well
understood by the listeners. According to Watkins (2005: 83) fluency is
the ability to produce reasonably large amounts of language fairly quickly.
It is characterized by the ability to keep going and being able to get the
message across effectivelycommit
withouttoundue
user pauses and hesitation. Karen (in
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Watkins, 2005: 83) says that fluency is the ability to produce language
which is relatively free of mistakes. Teachers must give opportunity for
the students to explore their ability in speaking, understand the students’
difficulty, and always try to find solution to overcome the students’
problem.
3) Grammar
Grammar is very useful to develop students’ speaking ability.
By being able to use the correct grammar in their speaking what they
speak will be meaningful and easily understood by the listeners. According
to Watkins (2005: 42) grammar looks at two things. First, there is
morphology, how morphemes are put together to make words. The second
part of grammar is syntax, the way in which words are combined.
Grammar refers to the underlying patterns of the language. It looks at how
units combine to make bigger unit. It can be concluded that grammar is a
set of rule to combine morphemes into word, words into sentences and
sentences into paragraph.
4) Vocabulary
Hornby (2003: 959) defines vocabulary as total number of
words which make up a language.. It will be easier for the students to
express their idea if they are rich of vocabulary. From the definition and
explanation above, it can be stated that vocabulary is total words that
people have to produce a language so they can have comprehensible
communication in speaking.
5) Ideas
According to Hornby (1985: 421) idea is thought or picture in
mind. Burkart (1998) states that language learners need to know when
clarity of message is essential (transaction or information exchange) and
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when precise understanding is not required. The speaker must be sure that
the idea or the message of speaking is well caught by the listener.
6) Organization of Ideas
Hornby (1985: 593) states that organize is put into working order
or arrange in a system. One of the micro-skills of speaking is to make the
discourse hang together so that people can follow what is said (Carol,
1998). Organization of ideas means that the ideas of the speaking must be
well arrange to make the listener understand what is said.
c. Teaching Speaking
Kayi (2006) states that teaching speaking is to teach English as Second
Language learners to:
1) Produce the English speech sounds and sound patterns.

2) Use word and sentence stress, intonation pattern and the rhythm of the
second language.
3) Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
4) Organize their thought in a meaningful and logical sequence.
5) Use language as a means of expressing values and judgments.
6) Use the language quickly and confidently with few unnatural pauses,
which is called as fluency.
Furthermore Kayi suggests the activities to promote speaking are as follows:
1) Discussion
This activity fosters critical thinking and quick decision making, and
students practice how to express and justify themselves in polite ways
while disagreeing with others. Gallery walk enables the students to
have discussion activity when to
commit they are arranging the gallery.
user
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2) Role-Play
Students pretend they are in various social contexts and have a variety
of social roles. In Gallery Walk the students can have role-play
activity when they in turn become the gallery attendants and gallery
visitors.
3) Simulations
In simulation, students can bring items to the class to create a realistic
environment.
4) Brainstorming
On a given topic, students can produce ideas in a limited time.
5) Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their
classmates. In gallery-walk the students have chances to have
storytelling activities. It happens when they tell what they have in the
gallery. One of the possible materials in the gallery is story.
6) Interviews
Students can conduct interviews on selected topics with various
people.
7) Story completion
The teacher starts to tell a story, but after a few sentences he or she
stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add from
four to ten sentences.
8) Reporting commit to user
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Students are asked to read a newspaper or magazine and, in class, they

report to their friends what they find as interesting news. Reporting is
one of the activities that the students may have in gallery walk. When
the students act as the gallery attendants they report what they have in
their gallery to the visitors.
9) Playing Cards
In this activity, students should form groups of four. Each suit will
represent a topic. Each student in a group will choose a card. Then
each about the student will write 4-5 questions about the topic to ask
the other people in the group.
10) Picture Narrating

Students are asked to tell story taking place in the sequential pictures
by having attention to the criteria provided by the teacher as a rubric.
In gallery walk students may have picture narrating activity because it
is possible for the students to have sequence of pictures.
11) Picture Describing

The teacher gives students only one picture and having them describe
what it is in the picture.
12) Find the Difference

The students work in pairs and each couple is given two different
pictures and they discuss the similarities and differences in the picture.
Gallery walk as a teaching technique, can be used as for the students to
have speaking activities such as: role play, storytelling, picture narrating, and
reporting. It will be challenging for the students to have speaking activities that
can help them improve their English.
In communicative language teaching, teacher has role; first, to facilitate the
communication process among allcommit to userin the classroom, and among these
participants
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participants and the various activities and texts. Second, to act as an independent
participant within the learning teaching group (Kayi, 2006).
Nugroho (2004: 11) states that the school of thought proposes that learners
should begin to communicate, to use a new language actively, on first contact. In
brief, in teaching speaking the teachers should be creative in creating good
athmosphere that can stimulate the students to practice speaking by having real-
life communication authentic activities and meaningful task. This can be achieved
by modifying the classroom as the real setting and by making the students to work
cooperatively in group.
d. Problems in Teaching Speaking

Richards (2001) states the typical learners’ problems in speaking are:
1) Cannot sustain spoken interaction beyond short segment.
2) Frequent communication breakdowns and misunderstandings.
3) Lack of vocabulary needed to talk about common utterances.
4) Lack of communication strategies.
5) Speak slowly and too long to compose utterances.
6) Cannot participate actively in conversation.
7) Spoken English doesn’t sound natural.
8) Poor grammar.
9) Poor pronunciation
Lack of self confidence, vocabulary, poor grammar, and the difficulty in

pronunciation may cause the students to keep quiet in speaking activity and they
get confused and they finally chat in their native language and usually the class is
dominated by the students who have good speaking skill. Hence the English
teachers should have the ability not only to create interesting techniques but also
to manage the class well.
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e. Evaluating Speaking
1) Type of Speaking Test
The writer uses speaking test to measure the students’ speaking
ability, and to get data. Heaton (1988: 89-102) gives possible types of oral
tests:
a) Reading aloud
The student is given a short time to glance through an extract before
being required to read aloud. Test involving reading aloud are
generally used when it is desired to assess pronunciation.
b) Conversational Exchanges
The item types range from item presenting the test taker with
situations in which they initiate conversation to incomplete
conversation with the part of one speaker omitted or give them real
oral interaction.
c) Using Picture
Pictures of single objects can be used for testing the production of
significant phoneme contrasts, while a picture of a scene or an
incident can be used for examining the total oral skill. The activity
can be in the form of narrating picture or have discussion.
d) Oral Interview
The supporters of oral interview claim that the examination at least
appears to offer a realistic means of assessing the total oral skill in a
natural speech situation.
e) Short Talk
The students are allowed to take several days or only a few minutes
to prepare the talk and, in some cases, they may be provided with
notes or reference material. This is clearly of sustained speech but it
constitutes an extremely difficult examination for second language
learner at all but the most advanced stage.
f) Group Discussion and Role Playing
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Group discussion and role playing are two other important

techniques for assessing oral production. Through discussion and
role playing the teacher can discover how students are thinking and
using the target language.
In this research the researcher gives short talk test or short oral
presentation test as it is insisted in the curriculum that the stuents should be able
to express the idea of monolog in the form of short functional text and text in the
form of Report, Narrative , and Analytical Exposition in context of daily life.
2) Scoring Speaking Test

The simplest and most frequently employed method of measuring
oral proficiency is to have one or more trained raters interview each
candidate separately and record their evaluation of his competence in the
spoken language (Haris, 1969: 84)
In scoring speaking test usually rating scale is used. Davies, et al.
(in Heaton, 1988: 88-89) states that rating scale, sometimes referred to as a
scoring rubric or proficiency scale, is defined as:
A scale for the description of language proficiency consisting of a
series of constructed levels against which a language learners’
performance is judged. Like a test, a proficiency (rating) scale
provides an operational definition of a linguistic construct such as
proficiency. Typically such scales range from zero mastery through
to an end-point representing the well-educated native speaker. The
levels or bands are commonly characterized in terms of what
subjects can do with the language and their mastery of linguistic
features (such as vocabulary, syntax, fluency and cohesion).
A rubric is an explicit set of criteria used for assessing a particular

type of work or performance. A rubric usually also includes levels of
potential achievement for each criterion, and sometimes also includes work
or performance samples that typify each of those level. Levels of
achievement are often given numerical scores. A summary score for the
work being assessed may be produced by adding the scores for each
criterion (Ehrmann, 2000). commit to user
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The writer concludes that a speaking rubric is a set of criteria

consisting of a series of constructed levels against which a speaking
learners’ performance is judged.
2. Gallery Walk
a. Definition
Francek (2004) defines Gallery Walk as a discussion technique that gets
students out of their chairs and into a mode of active engagement. The
advantage of the technique is its flexibility and the variety of benefits for
students and instructor alike. A Gallery Walk can be conducted with
computers or with posted chart paper. For students it is a chance to share
thoughts in a more intimate, supportive setting rather than a larger,
anonymous class. For instructors, it's a chance to gauge the depth of student
understanding of particular concepts and to challenge misconceptions.
b. Procedure
During gallery walk, students explore multiple texts or images that
are placed around the room. Teachers often use this strategy as a way to
have students share their works with peers, examine multiple historical
documents, or respond to a collection of quotations. Because this strategy
requires students to physically move around the room, it can be especially
engaging to kinesthetic learners.
The common procedures of using gallery walk are:
1) Select text
Select the text (e.g. quotations, images, documents, and/or student
work) you will be using for the gallery.
2) Organize text around the classroom
Text should display “gallery style” in a way that allows students to
disperse themselves around the room, with several students clustering
around a particular text. Text can be hung on walls or placed on tables
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The most important factor is that the texts are spread for enough space
to reduce significant crowding.
3) Instruct students on how to walk through the gallery
Instructions will depend on the goal for the activity. Students can
take gallery walk on their own, or with a partner or in small groups,
announcing when the group should move to the next place in the exhibit
(Francek, 2004)
c. Gallery Walk Technique in Teaching Speaking

Gallery Walk is most successful when students are properly prepared
to use it, when instructors are familiar both in its effective use and
challenges, and when student learning is assessed. Gallery walk is
commonly used for teaching geosciences. Bowman (2005) suggests the
general instructions for teaching using gallery walk are as follow:
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
activity as individuals or in groups.
5) After the learners have written on all the charts and jotting down their
observations on a work sheet, learners then spend a short period of time
in small groups discussing their observation.
6) Finally they discuss the activity with the whole group.
Francek (2004) states that the instructions will depend on the goals of
teaching. In this research the goal of teaching by using the gallery walk is to
teach speaking monolog as insisted in the curriculum, so the writer modifies the
teaching instructions or the teaching steps as follow:
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1) The teacher ask the students questions related to gallery.

2) The teacher and the students discuss how to use the gallery in speaking
activity
3) The students are divided into 4 groups
4) The students make their gallery in group
5) The students discuss what they have in the gallery.
6) The students in turn will act as gellery attendants and tell about what they
have in their gallery to the vistitors.
7) After getting their turn as gallery attendants, they move to other group
gallery, act as gallery visitors while waiting the chance as gallery attendant
in the new gallery.
8) The teacher supervises and identifies the students’ problem in becoming
gallery attendants.
9) The teacher gives comment to the students activity
10) The teacher and students discuss their problems related to their fluency,
vocabulary, pronunciation, grammar, ideas and the organization of the ideas.
d. Strengths and Weaknesses of Gallery Walk

Gallery walk, just as other teaching techniques has strength and
weakness. The teacher has to modify this teaching technique to minimize its
weaknesses. The strengths of using gallery walk to teach speaking are:
1) It has more flexibility. It can be done with computer, with pieces of paper
on tables, or with posted char paper scheduled for fifteen minutes or for
several class periods.
2) For students, it is a chance to share thought in an intimate, supportive
setting.
3) For teachers, it is a chance to gauge the depth of students’ understanding
of a particular concept and to challenge misconceptions (Francek, 2004).
From the descriptions and the teaching steps in using gallery walk, the
writer concludes that there are other strengths
commit to userof gallery walk. They are:
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1) It makes the students more creative to make their galleries interesting.

2) The teaching atmosphere is not very formal so the students can have more
freedom to speak and enjoy the speaking activity.
3) There will be repeated modeling, first from the teacher and then from
friends.
As other teaching technique, gallery walk also has some weaknesses. From
the explanations and the teaching steps above it can be concluded that the
weaknesses of gallery walk for teaching speaking are:
1) It is time consuming to prepare the gallery
2) It needs more energy to control and monitor the students because of their
movement.
3. Guided Speaking Technique

a. Definition
Guided speaking, as other guided practice is an opportunity for students to
practice a new skill or practice with new knowledge with the safety net of the
teacher to help (Wagaman, 2010). Guided speaking is speaking teaching
technique by emphasizing on pronunciation and limited speaking with clues and
tracks that have been prepared before (Herri, 2009).
In Guided Speaking technique the teacher will give guides or clues to
stimulate the students to speak. The guide can be in the form of questions related
to the speaking topic. Partin (2009: 185) states that questions are most valuable
instructional skill. The question and answer method can be a powerful
instructional tool. The teacher gives them some guiding questions and the
students will arrange the answer or the word to perform a speaking monologue.
In turn the students practice the speaking monologue.
Other guide that can be used for teaching speaking is in the form of
picture. Fulcher (2003: 75) says that picture prompts provide considerable
topical support for the test taker, but care must be taken to select picture that do
not include culturally alien images. Similarly, it is important to use pictures that
commit vocabulary
do not require the use of descriptive to user that is outside the expected
21
range of the test takers for whom the test is being designed. In this technique the
teacher uses a picture or picture series to teach speaking. The student will be
shown a picture or picture series related to the speaking topic, and the students
practice the monolog. After practicing, the teacher and the students discuss the
problems.
Another form of guide is word map. A word map is a diagram used in
guided writing to help writers organize their ideas. Related words are written to
show their relationship to a central topic or concept (Jarred, 2010). Word map is
commonly used for teaching writing. Because writing as well as speaking are
productive skills so word map can also be used to give guide in speaking
activity.
The writer concludes that guided speaking is a technique in teaching
speaking by giving clues or tracks or guides to the student to stimulate them to
speak, by the same time the teacher shows the correct pronunciation, vocabulary,
grammar. This activity will lead students’ fluency in speaking monolog.
In this Guided Speaking technique, the teacher will give questions or
picture or word map to help students telling about the topic they have in their
text.
b. Teaching Steps
Feller (2006) states that a lesson using guided teaching usually has the
following steps:
1) The teacher posing a question or some questions.
2) Asking the students to find solution.
3) The teacher walks around guiding the students toward the right answer.
In teaching speaking using guided technique the writer modifies the
teaching steps as follows:
1) The teacher asks questions related to the topic
2) The teacher gives a text or a picture or word map to the students
3) The students learn the text with some questions or the picture or word map
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4) The teacher asks questions to the students about the words related to the
picture or word map, how to pronounce them, the grammar that will be
used, how to express and arrange their ideas.
5) Discussing students answers
6) The students in turn will tell the text they have by answering questions
related to the text or by telling the picture or describing the word map.
7) The teacher walks around to monitor the students.
8) The teacher and the students discuss the problems related to the fluency,
vocabulary, pronunciation, grammar, ideas and the organization of the
ideas..
.
c. Strength and Weaknesses of Guided Speaking
There is no perfect teaching technique, the teacher has the responsibility to
modify the teaching technique suitable for the students. Guided speaking as
well as other guided teaching also has strengths and weaknesses. The strengths
are:
1) It is a student-centered of learning.
2) It directs the students towards different way of thinking.
3) It is said to be more thoroughly teach a concept.
The weaknesses are:
1) It requires a lot of time to wait for the students to arrange answer or
sentences based on the provided guide.
2) There is fear of giving to much control to the students. Teachers are
tempted to provide correct answer or sentences (Feller, 2006). Based on
the previous explanation and teaching steps, it is concluded that guided
speaking also has the following weaknesses:
1) The situation is formal that can cause students’ boredom.
2) There is lack of modeling.
3) The students tend to write what they are going to have in speaking activity.
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4. Self-Esteem
a. Definition
There are many definitions of self-esteem. Many experts present the
definitions of self-esteem that differ from one another but their ideas
complete one another. According to Powel (2006: 8) self- esteem is how we
think and we feel about ourselves. It refers to how we think about the way we
look, our abilities, our relationship with others, and our hopes for the future,
we are not born with self-esteem, it is something we develop as we get older.
Wells and Marwell (in Murk, 2006: 10) define self-esteem on two basis
psychological processes: evaluation (which emphasizes the role of cognition)
and affect (which prioritize of feelings). Elliot, et al. (2000: 101) state that
self-esteem is a good way to think of it is as feeling of confidence and self
satisfaction with one’s self. James (in Powel, 2006: 9) states that self esteem
is our ideas of self and social identity-how we see ourselves in relation to a
wider society or community. Brandon (1992: 8) states that self esteem is: (1)
confidence in our ability to think and to cope with the challenges of life; and
(2) Confidence in our right to be happy the feeling of being worth, deserving
entitled to assert our needs and wants to enjoy the fruits of our effort.
From the definition above, it can be concluded that self-esteem is a
psychological element which shows how good we think about ourselves; our
worth, our abilities, our relationship with others, our hope for the future, our
confidence, and our satisfaction with ourselves. People with high self-esteem
will have good confidence and have positive thinking of them while people
with low self-esteem have low confidence and negative thinking of them.
b. Elements of Self-Esteem
There are three elements of self-esteem; first, a cognitive element,
self-esteem means characterizing some parts of the self in descriptive terms:
power, confidence, and agency. It means asking what kind of person is.
Second, there is an affective element, a valence or degree of positiveness and
negativeness attached to thosecommit to user
facet identified; we call this high or low self-
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esteem. Third, and related to the second, there is an evaluative element, an

attribution of some level of worthiness according to some ideally held
standard (Smelser, et.al, 1989: 10). Coopersmith (in Murk, 2006: 75) found
that there are four of self-esteem sources: power (the ability to influence and
control others), significance (being valued by others as shown by their
acceptance, virtue (the adherence to moral standards), and competence (a
successful performance in regard to a goal).
It is stated by Elliot, et al. (2000: 101-102) that self-esteem seems to
be composed of several elements that contribute to a child sense of worth:
1) A sense of physical safety. Children who feel physically secure aren’t
afraid of being harmed, which help to develop feeling of confidence.
2) A sense of emotional security. Children who aren’t humiliated or
subjected to sarcasm feel safe emotionally, which translates into a
willingness to trust others.
3) A sense of identity. Children who know “who they are” have achieved a
degree of self-knowledge that enables them to take responsibility for
their action and relate well with other.
4) A sense of belonging. Children who are accepted by others are
comfortable in seeking out new relationship and begin to develop
feelings of independence, and interdependence.
5) A sense of competence. Children who are confident in their ability to do
certain things are willing to try to learn to do new things and preserve
until they achieve mastery.
It can be concluded that the element of self esteem covers cognitive,
affective, and evaluative elements. The indicators of cognitive elements are:
power (ability to influence other), confidence, and competence. Affective
element covers positive and negative thinking, and relation with others.
Evaluative element includes worthiness.
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c. The Importance of Self Esteem

Self- esteem is very important because it affects how you think, act and
even how one relates to other people. It allows people to explore their
potential talent or ability.
Self-esteem is often thought in terms of competence or worth or both
(Murk, 2006: 38). Furthermore, Murk (2006: 80) states that worthiness limits
the pursuit of competence by providing it with boundaries and direction
because it forces the person to strive toward certain forms of behavior and to
avoid others. Competence, of course, balances worthiness by requiring more an
individual than simply being loved or appreciated. In other words, it is
necessary to access both sources of self-esteem to occur.
Murk also states that low self-esteem is associated with dysthymic
disorders, major depression, anxiety disorder, eating disorders, sexual
dysfunction, pathological shame, suicide attempts, and an array of personality
disorders in children and adults. With self-esteem people utilize self-protective
strategies, characterized by unwillingness to take risk, focusing on avoiding
their bad qualities, avoidance of strategic ploys, and reluctance to call attention
to the self.
Leary and Macdonald (in Murk, 2006: 85) say that people with high self-
esteem simply feel better about themselves, about life, about future. High self-
esteem is also associated with desirable personal and interpersonal
characteristics and behavior.
Coopersmith (2006: 87) tells that medium self-esteem is simply the
result of not having enough exposure to such factors to avoid having low-
esteem. Although people can be characterized as having some average level of
self esteem over situation and time (trait self-esteem), self-esteem inevitably
fluctuates as people move about their daily lives (state self-esteem).
From the definition above the writer concludes that self-esteem is a
psychological element which show how good we think about ourselves; our
confidence and our satisfaction commit to user
with ourselves. People with high self-esteem
26
will have good confidence and have positive thinking of them, people with low
self-esteem have low confidence and negative thinking of them.
From the theories which have been discussed in the previous part, the
writer concludes that the indicators of self-esteem are:
1) Having Worthiness, a feeling of being better than others or at least the
same as other people.
2) Having Competence, a belief that someone has the ability to do something.
3) Having self-satisfaction, happy feeling with themselves.
4) Having good relation with others.
5) Having hope in the future
6) Having self-confidence
d. Testing Self-Esteem
As stated before, the writer concludes that self-esteem is a
confidence and our satisfaction with ourselves.
Smelser, et al. (1989: 11) states that the typical psychological measure
is arrived at by posing a question or a set of questions to a group of people,
asking them how they describe themselves, how effective they believe
themselves to be, or how much in control of things they are. Or the questions
may be framed to get how people feel about themselves, for example how
positively or negatively they regard themselves.
The measure of self-esteem is usually taken to be the kind of response
evoked by administering the questions in an interview or experimental setting.
The responses are usually recorded, averaged and given some quantitative
representation. The objective of seeking these sorts of measurements is to
identify some index that we can compare and correlate with the supposed
behavioral consequences of the measured attribute.
It can be concluded that testing self-esteem by giving a question or a
set of questions to a group ofcommit
people.toByuser
answering the question people can
27
describe themselves, how they believe themselves, how much in control they
are, how they feel about themselves. The questions and response can be
administered in the form of interview or experimental setting.
In assessing the students’ self-esteem, the writer uses Rosenberg self-
esteem scale. The writer provides 50 questions and after testing the validity and
the reliability of the questionnaire, the writer will omit the items which are not
valid and not reliable. The questions are in Indonesian to make the students
understand easily and can answer the questions appropriately. The questions
will be answered at four points:
Score will be calculated as follows:
For items 1, 2, 4, 6, 7, 11, 12, 13, 14, 15, 16, 17, 19, 25, 27, 30, 32, 34, 35,
36, 37, 42, 44, 47, and 48:
Strongly agree :4
Agree :3
Disagree :2
Strongly disagree :1
For items 3, 5, 8, 9 and 10, 18, 20, 21, 22, 23, 24, 26, 28, and 29, 31, 33,
38, 39, 40, 41, 43, 45, 46, 49, 50
Strongly agree :1
Agree :2
Disagree :3
Strongly disagree :4
B. Review of Related Research

There have been many researchers conducting researches on language
teaching that give benefit for other researchers in doing different researches.
Santoso in 2009 did a research entitled “The Effectiveness of Using Small

Group Discussion for Improving Speaking Competence Viewed from the Bank
Officers’ Interest”. The objectivecommit
of the to
research
user is to find out: (1) whether small
28
group discussion is more effective than role play, (2) whether students having
high interest have better speaking skill than those having low interest, (3)
whether there is an interaction between teaching technique and interest. He
concludes that: (1) small group discussion is more effective than role play, (2)
Bank officers having high interest have better speaking skill then those have low
interest, and (3) there is an interaction between methods in teaching with interest
in learning English. Gallery walk is also a small group discussion where the
students work in group to arrange their galleries then in turn they practice as
gallery attendants. The difference is that in common small group discussions,
they stay in their chair while in gallery walk the students are out of their chair
and into a mode of active engagement.
Woodrow in 2009 did another research entitled “Anxiety and Speaking
English as Second Language”. One of the goals of his study is to find whether
there is relationship between speaking performance and second language
speaking anxiety. He states that the anxiety in the second language speaking has
a debilitating effect on the oral performance of speakers of English as a second
language. He concludes that anxiety is clearly an issue in language learning and
has a debilitating effect on speaking English for some students. So it is important
that teachers are sensitive to this in classroom interactions and provide help to
minimize second language anxiety. This supports the writer’s study. Gallery
Walk is a kind of teaching technique which can be used by the teacher to
minimize students’ anxiety. Because the students will often get turns to speak in
front of their friends, it can lessen their anxiety when they speak English.
Indriani in 2010 conducted a research entitled “Improving Students’
Speaking Competence through Drilling”. In her research she makes the students
to work in pairs. The students were highly encouraged to speak since they have a
friend to talk. Being in pair the students were interested in speaking actively.
Moreover she states the students studied in different situation get many new
things and also various knowledge and experience from their friends. It is line
with the writer research in using Gallery Walk. The students work in groups, so
they can learn from their friend’ commit to user
performance and share their problem.
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Another research is done by Wiyono in 2010. The title is “Improving

Students’ Speaking Ability and Motivation through Discussion”. She finds out
that discussion technique can improve students speaking ability. She said that
teaching speaking is best provided by using discussion technique. By such a
model, students are encouraged to help other students to develop students’ social
skill, promote students’ self-esteem, and help to promote positive race relation.
Furthermore she states that there are some reasons why discussion technique is
able to improve students speaking competence. First, discussion generates
interactive language. Second, discussion offers an embracing affective climate.
Third, discussion promotes learner responsibility and autonomy. Finally,
discussion is a step towards individualizing instruction. By using discussion
technique the students are motivated in speaking activities. They are not
reluctant to show their ability in speaking. They are also not shy to speak
English. Gallery walk is also a teaching technique that insists the students to
discuss the posted material in their gallery. They also discuss with their friend
how to deliver the information in the gallery to other students.
C. Rationale
1. The Difference between Gallery Walk and Guided Speaking to teach
Speaking
The basic idea of gallery walk is a discussion teaching technique that gets
students out of the chairs and into a mode of active engagement (Francek, 2004).
By using gallery walk as a teaching technique the students are forced to be
active, leave their chair, and walk to the galleries. In the galleries the students
have chances to practice speaking monolog when they act as gallery attendants.
When the students act as gallery visitors they will get repeated modeling from
other students.
The writer assumes that gallery walk is an enjoyable teaching technique
since the students will have good atmosphere for practicing speaking by having
informal situation. They will be able to learn from their friends, and discuss their
problem. The teacher has role commit to user the teacher helps the students
as a facilitator,
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prepare their galleries, give model to the students, monitors the students’
activity, and at the end of the session the teacher and the students discuss the
students’ problem in doing the activity. The discussed problems cover all
speaking indicators. They are: vocabulary, pronunciation, grammar, fluency,
ideas, and the organization of ideas.
Guided Speaking is a technique in teaching speaking by giving clues or
tracks or guides to the students to stimulate them to speak by emphasizing on
pronunciation and limited speaking with clues and tracks that have been
prepared before (Mulyono, 2009). The writer concludes that guided speaking is a
technique in teaching speaking by giving clues or tracks or guides to the students
to stimulate them to speak and at the same time the teacher shows the correct
pronunciation, vocabulary, and grammar.
In guided speaking technique the students may work in groups or in pairs
or individually but they stay on their chair. The students practice speaking
monolog based on the questions or picture or word map given by the teacher,
then they try to arrange spoken sentences.
The writer assumes that gallery walk will be more effective than guided
technique to teach speaking because gallery walk forces the students to be active
and it is enjoyable because the informal situation will give good atmosphere to
have speaking activity.
2. The Difference Between The Students having High Self-Esteem and

Those Having Low Self-Esteem
From some theories the writer concludes that self-esteem is a
confidence, and our satisfaction with ourselves.
Students having high level of self-esteem will have good confidence and
have positive thinking. They expect to do well in their speaking performance, so
they tend to get involved actively in teaching and learning process. They always
try to get chance to show theircommit to userand have great desire to improve
competence,
31
themselves also in improving their speaking skill. Students with high level of
self-esteem will enjoy the challenging activity because they have chance to
prove that they can do the task well. This situation will make them improve their
speaking skill easily.
On the other hand, students having low level of self-esteem have low
confidence and negative thinking of them. They are always not sure that they
can do something. Even though they know well how to speak English but they
think that it is difficult to speak English. They tend to be reluctant to have
chance to practice their English and often try to avoid the turn to speak English
in Class. Therefore, the students having high self-esteem are supposed to have
better speaking skill than those having low self-esteem.
3. Interaction between Teaching Technique and Students’ Self-Esteem

It cannot be denied that teaching technique which is used by the teacher
in the class gives big influence for the success of the teaching and learning
process. In teaching speaking the teacher also needs to find suitable technique
that can attract the students to join the class actively. This condition improves
students’ speaking skill. In gallery walk, the students will be forced to be active
to move from one gallery to other galleries and they will have chance to
practice their speaking skill, because this teaching technique provides wide
space for students to deliver and explore their gallery ideas by becoming
gallery attendants. For students who have high self-esteem, gallery walk offers
an opportunity to explore their speaking skill, they tend to be very active in
practicing speaking. With their feeling of competence, worthiness, confidence,
self satisfaction and good relation with others, they will enjoy the teaching and
learning process. The teachers’ goal in holding the classroom is not only
concerned with teaching academic content but also consider making the
students develop their social and human relation with others. In gallery walk
the students work cooperatively in understanding the message in the gallery
and presenting the information they get. So gallery is effective for students
who have high self-esteem. commit to user
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On the contrary, guided speaking technique seems can satisfy the

students in joining the speaking class. In this technique the teacher has more
dominant roles than in gallery walk. When the teacher uses guided speaking to
teach speaking, although the students have communicative activity, but this
teaching technique doesn’t provide wide space for students to explore their
speaking skill. They tend to stick to the clues given by the teacher. This
teaching and learning process also limits the chance for the students to explore
their ideas. By having limited feeling of competence, worthiness, confidence,
self satisfaction and good relation with others, students with low self-esteem
seem enjoy this technique. The writer assumes that guided speaking technique
is effective for students who have low self-esteem.
From the description above, the writer believes that the teaching methods
and self-esteem are supposed to have interaction effect towards students
speaking skill.
D. Hypotheses
Based on the the theoritical background, previous researches, and
rationale, the researcher comes to the hypothetical statements. The research
hypotheses can be stated as follows:
1. Gallery Walk is more effective than Guided Speaking to teach speaking at

the eleventh grade students of SMAN 3 Cilacap in the academic year of
2011/2012.
2. The eleventh grade students of SMAN 3 Cilacap having high self-esteem
have better speaking skill than those having low self-esteem.
3. There is an interaction between teaching techniques and self-esteem in
teaching speaking to the eleventh grade students of SMAN 3 Cilacap in the
academic year of 2011/2012.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer elaborates reserach methodology invoving:

setting of the research, research method, population, sample and sampling,
research instrument and data collection.
A. Setting of the Reseach

The study is conducted at SMA Negeri 3 Cilacap. This school is located at
Jl. Kalimantan no 14 Cilacap, Central Java. The phone number is (0282) 541809.
It is ‘A’ accredited level and the second favourite school in Cilacap.
The research is conducted from July to November 2011. The following is
the plan of th eresearch:
Table 1. Time Schedule for the research
NO ACTIVITY YEAR 2011
1 2 3 4 5 6 7 8
July August Sept Oct Nov Dec
1 Pre-survey 
2 Proposal 
3 Reviewing Literature  
4 Developing Instrument 
5 Doing treatment  
6 Collecting and  
Analizing the data
7 Submitting the 
Document
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B. Research Method
Research method is a way to collect and analyze the data of the research.
Experimental research or experimental design is the traditional approach to
conducting quantitative research. It is used to establish possible cause and effect
between independent and dependent variable (Cresswell, 2008: 298-299). The
research method used in this study is a quasy experimental research. This is
because the experimenter cannot artificially creates group for the experiment.
In this experiment research, the writer would like to find out whether
Gallery Walk is more effective than Guided Speaking in teaching speaking,
whether students having high self-esteem have better speaking skill than the
students with low self-esteem and also to find out whether there is an interaction
between teaching technique and self-esteem. The factorial design of the research
is:
Self-Esteem Teaching Method
Gallery Walk Guided Speaking
High Cell 1 Cell 3
Low Cell 2 Cell 4
C. Population, Sample and Sampling

1. Population
Population is generalization area which consists of objects or subjects that
have certain quantity and characteristics determined by the researcher to be
researched and concluded (Sugiyono, 2006: 55). The population of this research
is the XI grade students of SMA Negeri 3 Cilacap of the academic year of
2011/2012. It consists of 308 students 175 girls and and 133 boys and devided
into 10 classes.
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2. Sample
Sample is part of a number and characteristics which belong to the

population (Sugiyono, 2006: 56). The sample of this research is the students of
XI Science 4 which consists of 32 students, 24 girls and 8 boys. As the
experimental group the teacher will teach them speaking using Gallery
Walk.The control group is the students of XI Science 5 which consists of 32
students, 22 girls and 10 boys and the teacher will teach them speaking using
Guided Speaking.
3. Sampling
Sampling is technique used to get the sample (Sugiyono, 2006: 56). The
sample in this research is taken by using cluster random sampling. Using this
sampling enables the writer to pick up a subgroup from a larger group then use
this subgroup as a basis for making judgments about the larger group. The writer
uses cluster random sampling because it has some advantages, such as: it can be
used when it is difficult or impossible to select a random sample of individual,
and it is less time consuming. The writer divides the sample into experimental
group and control group randomly.
D. Technique of Collecting the Data

In conducting the research the writer needs research instruments. She uses
questionnaires to measure students’ self-esteem and test to measure the students’
speaking skill.
To collect the data of self-esteem the writer uses questionnaires.
Questionnaire is a list of questions answered by a group of people, especially to
get facts of information (Hornby, 1986: 688). The questionnaires will be judged
by using Rosenberg self-esteem scale because it is simple and easy to handle.
The writer provides thirty questions and will omit the questions which are not
valid and not reliable.
The questions will be answered at four
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Table 2. The score of Self-Esteem Questionnaire

Answer Positive Item Negative Item
Strongly Agree 4 1
Agree 3 2
Disagree 2 3
Strongly Disagree 1 4
To measure the validity and reliability of the questionnaire, the writer will
try out the questionnaire to some respondents. The validity of the questionnaire
is analyzed using the following formula:
𝑟 𝑥𝑖 𝑥𝑡
𝑖𝑡=
( 𝑥 𝑖 2)( 𝑥 𝑡 2)
If the 𝑟0 is higher than 𝑟𝑡 the item is valid.

After the validity is analyzed, it is continued to know the reliability of the
questionnaire. The formula used is:
𝑟 𝑘 𝑠 2
𝑘𝑘 = 1− 1
𝑘−1 𝑠𝑡 2
After the validity and reliability are tested, the instrument is used to assess
the students’ self-esteem. The sample will be classified into students with high
self-esteem and the students with low self-esteem in learning speaking.
Each class is divided into two groups, students with high self-esteem and
those with low self-esteem. One of the two classes is taught by Gallery Walk
technique while the other class taught by Guided Speaking.
To get the data of the students’ speaking achievement the writer will use
oral presentation test or ask the students to deliver a short speech. The topic of
the oral presentation will be adapted with the syllabus. The test material is
constructed based on the blue print. The test material is in the form of written
instructions complete with some speaking topics which allow the students to
have short oral presentation. From this activity the writer will get information
whether the teaching technique under the research is effective or not.
To assess the speaking test the writer will use speaking rubric or
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speaking rating scale. In this research, the indicators of speaking that will be
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measured are fluency, grammar, pronunciation, vocabulary, content or ideas,

and the organization of ideas. The researcher will use speaking rating scale
suggested by Haris (1969: 88). These indicators are constructed from the
theories discussed in Chapter II. Then to guarantee the reliability of the test, the
inter-rater is used. To guarantee the readability of the test instruction, the writer
provides some questions to the students to check whether they can understand
the instructions well.
E. Technique of Analyzing Data

The technique which is used to analyze the data is Analysis of variance
(ANOVA). It is used to know the variance which appear due to the different
treatments as a basis for the conclusion whether there is or not the different
mean of the population (Budiyono, 2004: 183). The procedure is also used to
examine the significant effects of two independent variables or methods which
are called as ‘column’ (Gallery Walk and Guided Speaking) and self-esteem
which is called “row’. It is described in the following table:
Table 3. ANOVA Description
Self-Esteem Teaching Technique Mean
High 𝑋A 𝑋C 𝑋𝑟1
Low 𝑋B 𝑋D 𝑋𝑟2
Mean 𝑋𝑐1 𝑋𝑐2
Furthermore, ANOVA is also used to examine the significant interaction

between the two independent variables, teaching techniques and self-esteem.
ANOVA can be used if: First, the samples are taken randomly from the
population. Second, the independent variables do not influence each other,
Third, the samples are normally distributed. Fourth, the sample are homogenous
( Budiyono, 2009:169-171).
From the requirements above, before ANOVA is applied. the prerequisite test
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consisting of normality and homogeneity tests must be conducted.
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1. Prerequisite Test
a. Normality Test
Normality test is used to know whether the sample is normally distributed
or not. The normality test in this research is using Liliefors test. The procedure
of the test is as follows::
1) Hypotheses.
H0 : the sampel is normally distributed
H1 : the sampel is not normaly distributed
2) The significance degree :  = 0,05
3) Statistic test
L =Max F z i   S z i 
H0 is accepted if 𝐿0 < 𝐿𝑡 .
H0 is rejected if 𝐿0 > 𝐿𝑡
If H0 is accepted, it means that the sample is normally distributed and if H0
is rejected the sample is not normally distributed.
( Budiyono, 2009:169-171)
b. Homogeneity Test
Homogenity test is used whether the sample is in the same variance or
not. To test the homogeneity the writer uses Chi square statistic test as
follows:
1) Hypothesis
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H0 : 12   22  ...   k 2 ( population – homogenous
population ).
H1 : not all variances are similar ( population – unhomogenous
population ).
2) Significance degree;  = 0,05.
3) Statistic test
𝜒𝑜 = 𝐼𝑛10 𝐵− 𝑛𝑖 𝑙𝑜𝑔𝑠𝑖2
The groups are homogenous or H0 is accepted if 𝑋02 is lower than 𝑋𝑡2 .
2. Hypotheses Testing
The test for the hypotheses in this research uses Analysis of Variance
(ANOVA). It is done to see the variances that appear due to the different
treatments to decide whether there is or not the different mean of the
population. The test is also to examine the significance of the between
subject effects of two independent variables toward one dependent
variable.
The writer uses the following statistic formula:
𝑀𝑆𝑏 𝑆𝑆𝑏 /𝑑𝑓𝑏
𝐹= =
𝑀𝑆𝑤 𝑆𝑆𝑤 /𝑑𝑓𝑤
Note:
𝑆𝑆𝑏 = Sum of the Square between groups
𝑑𝑓𝑏 = Degree of freedom of between groups
𝑆𝑆𝑤 = Sum of the Square within group
𝑑𝑓𝑤 = Degree of freedom within group
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The summary table of a 2 X 2 multifactor Analysis of Variance is:

Source of SS df MS 𝐹𝑜 𝐹𝑡
Variance
Between column
Between rows
Interaction
Between groups
Between rows
Total
Note:
Total sum of squares (SS):
2 2
𝑋𝑡
𝑋𝑡 −
𝑁
Sum of the squares between groups:
2 2 2 2 2 2
𝑋1 𝑋2 𝑋3 𝑋4 𝑋1
𝑥𝑏= + + + −
𝑛1 𝑛2 𝑛3 𝑛4 𝑁
The sum of squares within group
2 2 2
𝑥𝑤 = 𝑋𝑡 − 𝑋𝑤
The between-column sum of squares

2 2 2 2
𝑋𝑐1 𝑋𝑐2 𝑋𝑡
𝑥𝑏𝑐 = + −
𝑛𝑐1 𝑛𝑐2 𝑁
The between rows sum of the squares
2 2 2 2
𝑋𝑟1 𝑋𝑟2 𝑋𝑡
𝑥𝑏𝑟 = + −
𝑛𝑟1 𝑛𝑟2 𝑁
The sum-of-squares interaction
2 2 2
𝑥𝑖𝑛𝑡 = 𝑥𝑏= − 𝑥𝑏𝑐 + 𝑥𝑏𝑟
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The conclusions of ANOVA test are:
1. If 𝐹𝑜 between columns is higher than 𝐹𝑡 , the difference between

column is significant, or the difference between gallery Walk and
Guided Speaking is significant.
2. If 𝐹𝑜 between rows is higher than 𝐹𝑡 , the difference between rows is
significant, or the difference between students having high self-
esteem and those having low self-esteem is significant.
3. If 𝐹𝑜 interaction is higher than 𝐹𝑡 , there is an interaction effect
between the two variables, teaching methods and self-esteem.
3. Multiple Comparison
Multiple comparisons is used when the result of analysis of variances
shows that there is an interactions between methods and interest. The
method which is used for the multiple comparisons is Tuckey’s test, because
each variable has the same 𝑛. Tuckey technique is also called HSD
(Honestly Significant Difference), in this technique 𝑞 test is used.
a. The difference between Gallery Walk and Guided Speaking to teach
speaking.
𝑋𝑐1 −𝑋𝑐2
q=
𝐸𝑟𝑟𝑜𝑟𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 /𝑛
b. The difference between students having high self-esteem and those

having low self-esteem.
𝑋𝑟1 −𝑋𝑟2
q=
c. The difference between Gallery Walk and Guided Speaking to teach

speaking for those having high self-esteem.
𝑋𝑐1𝑟1 −𝑋𝑐2𝑟1
q=
d. The difference between Gallery Walk and Guided Speaking for those
having low self-esteem.
𝑋𝑐1𝑟2 −𝑋𝑐2 𝑟2
q=
𝐸𝑟𝑟𝑜𝑟𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 /𝑛 commit to user
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qo is compared with qt, if qo > qt, the difference is significant. To know

which one is better, compare the means. The higher means indicate better
variable.
4. Statistical Hypotheses
In this study the researcher proposes three hypotheses. These
hypotheses are based on the formulation of the problems as presented in the
previous chapter.
a. Gallery walk is (A1) is better than Guided Speaking (A2) to teach
speaking to the eleventh grade students of SMAN 3 Cilacap in the
academic year 2011/2012.
Ho : µA1=µA2
H1 : µA1>µA2
b. The students who have high self-esteem have better speaking
achievement than those having low self-esteem.
Ho : µB1=µB2
H1 : µB1>µB2
c. There is an interaction between the techniques (Gallery Walk and
Guided Speaking) (A) and students’ self-esteem (B) to teach speaking
to eleventh grade students of SMAN 3 Cilacap in the academic year of
2011/2012.
Ho : A x B = 0
H1 : A x B > 0
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher presents four sub topics to be discussed in

detail. They are: (1) Data description; (2) Data Analysis; (3) Hypothesis Testing
(4) Hypotheses Verification; and (5) Discussion of the Research Findings. Those
four steps can be classified chronologically and explained clearly as follows:
A. Data Description
For analyzing the data, the first step is evaluating the results of students’
speaking test by giving some scores based on the speaking rubric. The possible
mínimum score that can be obtained by the students was 20 and the máximum
score was 100. To guarantee the reliability of the test, the researcher did the
speaking judgement with a partner or inter-rater. The scores from two evaluators
were combined then devided by two to get the final score. The average results
were the data to be analyzed. For the experimental group, the highest score was 88
and the lowest score was 50. For the control group, the highest score was 85 and
the lowest score was 52.
After collecting the data from the experimental group and control group
in the form of scores, then the researcher ranks the students scores based on the
students’ highest self-esteem to the lowest ones. Then the resercher classifies the
students in rank 1 to 16 as the sudents having high self-esteem, and the students in
the rank 17 to 32 as the sudents having low self-esteem.. Afer that the researcher
groups them into some categories to make the frequency distribution table,
analyze them using ANOVA or analysis of variance, and Tukey test. The
distribution table is divided into eight groups. The first group is the students who
are taught by using gallery walk (A1); the second is those taught by using guided
speaking (A2); the third is students having high self-esteem (B1); the fourth is
students having low self-esteem (B2); the fifth is those having high self-esteem
who were taught using gallery walk (A1B1); the sixth is those having low self-
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esteem who were taught by using to user
gallery walk (A B ); the seventth is those
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having high self-esteem who were taught by using guided speaking (A2B1); and
the last group is those having low self-esteem who were taught by using guided
speaking (A2B2).
The followings are the frequency distrution tables, histograms, and the
polygons of the students’ scores:
1. The students who are Taught by Using Gallery Walk (A1)

Descriptive analysis of data of A1 shows that the lowest score is 50
and the highest score is 88. The mean score is 71.06, the mode is 79.83, the
median is 72.83, the standard deviation is 10.91, the number of clases is 6, and
the interval is 7.
Table 4 Frequency distribution A1
Class Class Midpoint Tally Frequency Percentage
Limit Boundaries (%)
50 - 56 49.5 - 56.5 53 III 3 9.37%
57 – 63 56.5 – 63.5 60 IIII II 7 21.88%
64 – 70 63.5 – 70.5 67 IIII 4 12.50%
71 - 77 70.5 – 77.5 74 IIII I 6 18.75%
78 – 84 77.5 – 84.5 81 IIII IIII 9 28.13%
85 - 91 84.5 – 91.5 88 III 3 9.37%
32 100%
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Figure 1. Histogram A1
10 10
9 9
8 8
7 7
6 6
5 5 Frequency
4 4
3 3
2 2
1 1
0 49.5 56.5 63.5 70.5 77.5 84.5 91.5 0
2. The students who are Taught by Using Guided Speaking (A2)

Descriptive analysis of data of A2 shows that the lowest score is 52 and the
highest score is 85. The mean score is 65.97, the mode is 66.16, the
median is 64.83, the standard deviation is 9,57 the number of clases is 6,
and the interval is 6.
Table 5 frequency distribution A2
Class Class Midpoint Taly Frequency Percentage
Limit Boundaries
52 - 57 51.5 – 57.5 54.5 IIII IIII 9 28.13%
58 - 63 57.5 – 63.5 60.5 IIII 5 15.62%
64 – 69 63.5 – 69.5 66.5 IIII IIII 9 28.13%
70 – 75 69.5 – 75.5 72.5 IIII 4 12.50%
76 – 81 75.5 – 81.5 78.5 II 2 6.25%
82 – 87 81.5 – 87.5 84.5 III 3 9.37%
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Figure 2. Histogram A2
10
6
Midpoint
5
Frequency
4
0
51.5 57.5 63.5 69.5 75.5 81.5 87.5
3. The Students Having High Self-Esteem (B1)

Descriptive analysis of data of B1 shows that the lowest score is 52 and the
median is 68.94, the standard deviation is 8.91. the number of clases is 6,
Table 6 frequency distribution B1
Limit Boundaries
50- 56 49.5 – 56.5 53 I 1 3.13%
57 - 63 56.5 – 63.5 60 IIII III 8 25.00%
64– 70 63.5 – 70.5 67 IIII III 8 25.00%
71 – 77 70.5 – 77.5 74 III 3 9.37%
78 – 84 77.5 – 84.5 81 IIII IIII 9 28.13%
85 – 91 84.5 – 91.5 89 III 3 9.37%
32
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Figure 3. Histogram B1
10
9
8
7
6
5 Frequency
4
3
2
1
0
49.5 56.5 63.5 70.5 77.5 84.5 91.5
4. The Students Having Low Self-Esteem (B2)

Descriptive analysis of data of B2 shows that the lowest score is 50 and the
median is 64.5, the standard deviation is 9.32 the number of clases is 6,
Table 7 frequency distribution B2
Limit Boundaries
50- 55 49.5 – 55.5 52.5 IIII 4 12.50%
56 - 61 55.5 – 61.5 58.5 IIII IIII I 7 21.8%
62– 67 61.5 --67.5 64.5 IIII II 6 18.75%
68 – 73 67.5 – 73.5 70.5 IIII 9 28.13%
74 – 79 73.5 – 79.5 76.5 IIII 3 9.37%
80 – 85 79.5 – 85.5 82.5 I 3 9.37%
32 100%
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Figure 4. Histogram B2
10
9
8
7
6
5 Frequency
4
3
2
1
0 49.5 55.5 61.5 67.5 73.5 79.5 85.5
5. The Students Having High Self-Esteem who are Taught by Using Gallery
Walk (A1B1)
Descriptive analysis of data of A1B1 shows that the lowest score is 58 and
the highest score is 88. The mean score is 76.56, the mode is 84.93, the
Table 8 Frequency distribution A1B1
Limit Boundaries
58 - 65 57.5 – 65.5 61.5 III 3 12.50%
66 - 73 65.5 – 73.5 69.5 III 3 6.25%
74 – 81 73.5 – 81.5 77.5 II 2 18.75%
82 - 89 81.5 – 89.5 85.5 IIII III 8 12.50%
16 100%
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Figure 5. Histogram A1B1

9
5
Frequency
4
0
57.5 65.5 73.5 81.5 89.5
6. The Students Having Low Self-Esteem who are Taught by Using Gallery
Walk (A1B2)

Limit Boundaries
50 – 58 49.5 – 58.5 54 IIII 6 37.5%
59 – 67 58.5 – 67.5 63 II 2 12.5%
68 – 76 67.5 – 76.5 72 IIII 5 31.25%
77 – 85 75.5 – 84.5 80 III 3 18.75%
16 100%
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Figure 6 histogram A1B2

10
9
8
7
6
5 Frequency
4
3
2
1
0
49.5 58.5 67.5 76.5 85.5
7. The Students Having High Self-Esteem who are Taught by Using Guided
Speaking (A2B1)
median is 63.5, the standard deviation is 8.87 the number of clases is 4, and
the interval is 8.

Limit Boundaries
52 - 59 51.5 – 59.5 55.5 IIII 5 31.25%
60 – 67 59.5 – 67.5 63.5 IIII I 6 37.50%
68 – 75 67.5 – 75.5 71.5 II 2 12.50%
76 - 83 75.5 – 83.5 79.5 III 3 18.75%
16 100%
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Figure 7 histogram of A2B1

7
4
Frequency
3
0
51.5 59.5 67.5 75.5 83.5
8. The Students Having Low Self-Esteem who are Taught by Using Guided
Speaking (A2B2)

Limit Boundaries
55 - 62 54.5 – 62.5 58.5 IIII 5 31.25%
63 - 70 62.5 – 70.5 66.5 IIII II 7 41.75%
71 - 78 70.5 – 78.5 74.5 II 2 12.50%
79 - 86 78.5 – 86.5 82.5 II 2 12.50%
16
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Figure 8. Histogram of A 2B2

10
9
8
7
6
5 Frequency
4
3
2
1
0
54.5 62.5 70.5 78.5 86.5
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B. Data Analysis
Afer describing the the data, the next step is analyzing the data, but
before that it must be tested whether the simple is in normal distribution or
not and whether the data are homogenous or not. Each test will be presentsd
in the following section:
1. Normality test
The simple is in normal distribution if Lo (L obtained) is lower than Lt
(L table) at the level of significance α = 0.05
Table 12. Normality test summary
No Group Number of (Lo) (Lt) (α) Decision
sample
1 A1 32 0.1037 0.1566 0.05 Normal
A2 32 0.1298 0.1566 0.05 Normal
B1 32 0.1141 0.1566 0.05 Normal
B2 32 0.1176 0.1566 0.05 Normal
A1B1 16 0.1086 0.2130 0.05 Normal
A1B2 16 0.1484 0.2130 0.05 Normal
A2B1 16 0.1984 0.2130 0.05 Normal
A2B2 16 0.1099 0.2130 0.05 Normal
2. Homogeneity test
Homogeneity test is done to know whether the data are homogenous
or not. If χo is lower than χt (0.05), it can be concluded that the data are
homogenous.
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Table 13. The Homogeneity data

2 2 2 2
No X1 X2 X3 X4 X1 X2 X3 X4
1 82 72 78 63 6724 5184 6084 3969
2 88 63 57 57 7744 3969 3249 3249
3 70 68 80 57 4900 4624 6400 3249
4 82 62 68 57 6724 3844 4624 3249
5 78 57 67 68 6084 3249 4489 4624
6 83 50 57 67 6889 2500 3249 4489
7 83 57 82 55 6889 3249 6724 3025
8 85 53 57 65 7225 2809 3249 4225
9 77 72 67 70 5929 5184 4489 4900
10 72 58 52 82 5184 3364 2704 6724
11 72 78 60 63 5184 6084 3600 3969
12 65 78 57 60 4225 6084 3249 3600
13 82 55 67 70 6724 3025 4489 4900
14 58 75 68 85 3364 5625 4624 7225
15 63 83 67 73 3969 6889 4489 5329
16 85 68 63 72 7225 4624 3969 5184
1225 1049 1047 1064 94983 70307 69681 71910
( X t ) 2
 Xt 
2
si 
2 n
n 1
(1225) 2
94,983 
s1 
2 16
15
94,983  93,789.06

15
1194
  79.596
15
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(1049) 2
70,307 
s2 
2 16
15
70,307  68,775.06

15
1532
  102.129
15
(1047) 2
69,681  
s3 
2 16
15
69,681  68,513.06

15
1167.94
  77.863
15
(1064) 2
71,910 
s4 
2 16
15
71,910  70,756

15
1154
  76.933
15
s2   (n  1)s /  (n  1
i i
2
i
15(79.596)  15(102.129)  15(77.863)  15(76.933) 5,047.8

s2    84.13
60 60
Log s2 = log 84.13 = 1.925
B = (log s2)Σ(n-1) = (1.925)(60) =115.5
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Table 14. Homogeneity test summary
Sampel df 1/df Si2 (df).Si2 log Si2 (df)logSi2

1 15 0.067 79.596 1193.9375 1.9009 28.5134
2 15 0.067 102.129 1531.9375 2.0091 30.1372
3 15 0.067 77.863 1167.9375 1.8913 28.3699
4 15 0.067 76.933 1154.0000 1.8861 28.2917
Σ 60 0.267 115.31225
𝜒𝑜 = 𝐼𝑛10 𝐵− 𝑛𝑖 𝑙𝑜𝑔𝑠𝑖2
2.3026 115.5 − 115.31225 = 0.4257
Because  o (0.4257) is lower than  t (7.81), it can be concluded that the

data are homogenous.
C. Hypothesis Testing
The hypothesis testing can be done only when the sample is in normal
distribution and the data are homogenous. The hypothesis testing is aimed at
finding the answer of the following problems: (1) Is Gallery Walk more effective
than Guided Speaking to teach speaking at the eleventh grade students of SMAN
3 Cilacap in the academic year of 2011/2012?; (2) Do the eleventh grade students
of SMAN 3 Cilacap in the academic year of 2011/2012 having high self-esteem
have better speaking skill than those having low self-esteem?; (3) Is there any
interaction between teaching techniques and self-esteem in teaching speaking at
the eleventh grade students of SMAN 3 Cilacap in the academic year of
2011/2012?
The researcher analyzes the data by using multifactor analysis of variance
and Tukey test. It can be seen in the following table:
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Table 15. ANOVA

Technique
Self-Esteem
High CELL 1 CELL 3

Self-Esteem
78, 57, 80, 68, 67,
82, 88, 70, 82, 78, X r1  2272
57, 82, 57, 67, 52,
83, 83, 85, 77, 72, X  71
72, 65, 82, 58, 63, 60, 57, 67, 68, 67,
85 63
 X  1225  X  1047
X  76.56 X  65.44
Low
Self-Esteem CELL 2 CELL 4  X  2113
72, 63, 68, 62, 57, 63, 57, 57, 57, 68, X  66.03
50, 57, 53, 72, 58, 67, 55, 65, 70, 82,
78, 78, 55, 75, 83, 63, 60, 70, 85, 73,
68 72
 X  1049  X  1064
X  65.56 X  66.50
Total  X  2274  X  2111  X  4385

X  71.06 X  65.97 X  68.52
X  306,881
2
t
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1. Total sum of squares (SS):

2 2
𝑋𝑡
xt = 𝑋𝑡 −
2
𝑁
48352
306,88 − = 6,439.984
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2. Sum of the squares between groups:
2 2 2 2 2 2
𝑋1 𝑋2 𝑋3 𝑋4 𝑋𝑡
𝑥𝑏= + + + −
𝑛1 𝑛2 𝑛3 𝑛4 𝑁
2
12252 10492 10472 10642 43852
𝑥𝑏= + + + − = 1,392.172
16 16 16 16 64
3. The sum of squares within group

2 2 2
𝑥𝑤 = 𝑋𝑡 − 𝑋𝑏
2
𝑥𝑤 = 6,439.984 − 1,392.172 = 5,048
4. The between-column sum of squares

2 2 2 2
𝑋𝑐1 𝑋𝑐2 𝑋𝑡
𝑥𝑏𝑐 = + −
𝑛𝑐1 𝑛𝑐2 𝑁
2
22742 21112 43852
𝑥𝑏𝑐 = + − = 415.14
32 32 64
5. The between rows sum of the squares
2 2 2 2
𝑋𝑟1 𝑋𝑟2 𝑋𝑡
𝑥𝑏𝑟 = + −
𝑛𝑟1 𝑛𝑟2 𝑁
2
22722 21132 43852
𝑥𝑏𝑟 = + − = 395.0156
32 32 64
6. The sum-of-squares interaction
2 2 2
𝑥𝑖𝑛𝑡 = 𝑥𝑏 − 𝑥𝑏𝑐 + 𝑥𝑏𝑟
𝑥𝑖𝑛𝑡 = 1,392.172 − 415.14 + 395.0156 = 582.0156
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Anova formula:
𝑀𝑆𝑏 𝑆𝑆𝑏 /𝑑𝑓𝑏
𝐹= =
𝑀𝑆𝑤 𝑆𝑆𝑤 /𝑑𝑓𝑤
The writer then puts the obtained data into summary table of a 2 x 2
Multifactor Analysis of Variance as follow:
Table16. Summary of Anova

Source of variance SS df MS Fo Ft .0.05
Between columns
(Teaching Technique) 415.14 1 415.14 4.935 4.00
Between rows
(Self-Esteem) 395.02 1 395.02 4.694
Columns by rows 582.02 1 582.02 6.918
Between groups 1,392. 17 3 464.06
Within groups 5048 60 84.13
Total 6439.984 63
The conclusions of ANOVA test are:
1. Because 𝐹𝑜 between columns (4.935) is higher than 𝐹𝑡 (4.00), the difference

between columns is significant, or the difference between gallery Walk and
Guided Speaking to teach speaking is significant. The mean score of
students who are taught using gallery walk (71.06) is higher than that of
those who are taught using guided speaking (65.97). Therefore, it is
concluded that gallery walk is more effective than guided speaking to teach
speaking.
2. Because 𝐹𝑜 between rows (4.694) is higher than 𝐹𝑡 (4.00) the difference
between rows is significant, or the difference between students having high
self-esteem and those having low self-esteem in speaking skill is significant.
The mean score of students having high self-esteem (71.00) is higher than
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that of those having low self-esteem (66.03). Therefore, it can be concluded
60
that students having high self-esteem have better speaking achievement than
those having low self-esteem.
3. Because 𝐹𝑜 interaction (6.918) is higher than 𝐹𝑡 (4.00), there is an interaction
between the two variables, teaching methods and self-esteem in teaching
speaking.
Because the result of analysis of variances shows that there is an
interaction between techniques and self-esteem, multiple comparison is used.
The method which is used for the multiple comparison is Tuckey’s test.
Table 17. Summary of Tukey test

Between Sample (qo) (qt) (α) Decision
group
A1 – A2 32 3.14 2.89 0.05 Significant
B1 – B2 32 3.06 2.89 0.05 Significant
A1B1 – A2B1 16 4.85 3.00 0.05 Significant
A1B2 - A2B2 16 -0.41 3.00 0.05 Not significant
After knowing the summary of Tukey test, it can be concluded that:

1. Because qo between columns (3.14) is higher than qt (2.89) the difference
between columns is significant. It means that the effect of teaching speaking
using gallery walk differs significantly from that of teaching speaking using
guided speaking. The mean score of students who are taught by using gallery
walk (71.06) is higher that of those taught by using guided speaking (65.97).
It can be concluded that gallery walk is more effective than guided speaking
to teach speaking.
2. Because qo between rows (3.06) is higher than qt (2.89) the difference
between columns is significant. The mean score of students having high self-
esteem (71.00) is higher than those having low self-esteem (66.03).
Therefore, it can be concluded that students having high self-esteem have
better speaking skill than those having low self-esteem.
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3. Because qo (4.85) is higher than qt (2.83) the difference between using

gallery walk and guided speaking for teaching speaking for students who
have high self-esteem is significant. The mean score of students having high
self-esteem who are taught by using gallery walk (76.56) is higher than that
of those having high self-esteem taught by using guided speaking (65.44). It
means that gallery walk is more effective than guided speaking to teach
students having high self-esteem.
4. Because qo (0.41) is lower than qt (2.83) the difference between using gallery
walk and guided speaking to teach speaking for students having low self-
esteem does not differ significantly. It can be concluded that none of the
teaching technique is more effective than the other or gallery walk is as
effective as guided speaking to teach speaking.
D. Hypothesis Verification
The analysis above is used to test the statistical hypothesis as follows:
1. The null hypothesis of the teaching techniques of the speaking is that there
is no difference in the effectiveness between gallery walk and guided
speaking. Because Fo between columns (4.934) is higher than Ft (4.00) and
qo between columns (3.14) is higher than 𝑞𝑡.05 (2.89), the null hypotheses
is rejected. It means that the effectiveness of gallery walk and guided
speaking differs significantly. The mean score of the students taught by
using gallery walk (71.06) is higher than the mean score of those taught by
using guided speaking (65.97). It can be concluded that gallery walk is
more effective than guided speaking to teach speaking.
2. The null hypothesis is that there is no difference in speaking achievement

between students having high self-esteem and those having low self-
esteem. Meanwhile, the data analysis show that 𝐹𝑜 between rows (4.694) is
higher than 𝐹𝑡. (4.00) and qo (3.06) is higher than qt (2.89). Therefore, the
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null hypotheses is rejected. The mean score of students having high self-
62
esteem (71.00) is higher than that of those having low self-esteem (66.03).
It means that students having high self-esteem have better speaking
achievement than those having low self-esteem.
3. The null hypothesis between the two variables, the teaching techniques
and self-esteem, is that there is no interaction between teaching techniques
and self-esteem in teaching speaking. In this research the null hypothesis is
rejected because 𝐹𝑜 interaction (6.918) is higher than 𝐹𝑡.05 (4.00).
Therefore, it can be concluded that there is an interaction between teaching
techniques and self-esteem in teaching speaking.
E. Discussion of the Research Findings
1. Teaching speaking using gallery walk is more effective than using guided
speaking to teach speaking for the eleventh grade students of SMAN 3
Cilacap in the academic year 2011/2012.The basic idea of gallery walk is a
discussion teaching technique that gets students out of the chairs and into a
mode of active engagement (http://gallerywalk/what.html). By using
gallery walk as a teaching technique the students are forced to be active,
leave their chairs, and walk to the galleries. In the galleries the students
have chances to practice speaking monolog when they act as gallery
attendants. When the students act as gallery visitors they will get repeated
modeling from other students. Gallery walk is an enjoyable teaching
technique since the students will have good atmosphere for practicing
speaking by having informal situation. They will be able to learn from
their friends and discuss their problem. The teacher has role as a
facilitator, the teacher helps the students prepare their galleries, give model
to the students, monitors the students’ activity, and at the end of the
session the teacher and the students discuss the students’ problem in doing
the activity. The discussed problems cover all speaking indicators. They
commit to grammar,
are: vocabulary, pronunciation, user fluency, ideas, and the
63
organization of ideas. Control must be given properly to make sure that the
students really use their chance to practice speaking English. By having
active students’ involvement, cheerful atmosphere, monitoring from the
teacher and problem solving discussion, gallery walk becomes an effective
teaching technique.
On the contrary, teaching speaking using guided technique is less
effective than using gallery walk. It can be seen from the mean score of
students taught using guided speaking which is lower than that of those
taught by using gallery walk. Guided Speaking is a technique in teaching
speaking by giving clues or tracks or guides to the students to stimulate
them to speak by emphasizing on pronunciation and limited speaking with
clues and tracks that have been prepared before
(http://jardiknas.kemdiknas.go.id.). In guided speaking technique the
students may work in groups or individually but they stay on their chairs.
The students practice speaking monolog based on the questions or picture
or word map given by the teacher, then they try to arrange spoken
sentences. The students tend to stick on the clues given by the teacher so
they cannot explore their ideas freely and they tend to be afraid to make
mistakes that make them have little improvement in their speaking
achievement.
2. Students with high self-esteem perform better speaking skill than those
with low self-esteem, it can be seen from the mean score of students
having high self-esteem (71.00) which is higher than that of the students
having low self-esteem (66.03). Leary and Macdonald in Mruk (2006: 85)
say that people with high self-esteem simply feel better about themselves,
about life, and about future. Students having high level of self-esteem have
good confidence and have positive thinking. They expect to do well in
their speaking performance, so they tend to get involved actively in
teaching and learning process. They always try to get chance to show their
competence, and have greatcommitdesire
to userto improve themselves also in
64
improving their speaking skill. Students with high level of self-esteem

enjoy the challenging activity because they have chance to prove that they
can do the task well. This situation will make them improve their speaking
skill easily.
On the other hand, students having low level of self-esteem have
low confidence and negative thinking of them. It is stated by Mruk
(2006:154) that individuals with competence based self-esteem tend to
focus outwardly instead of inwardly because competence involves actual
manifestation of abilities or successes They are always not sure that they
can do something. Even though they know well how to speak English,
they think that it is difficult to speak English. They tend to be reluctant to
have chance to practice their English and often try to avoid the turn to
speak English in Class. Therefore, the students having high self-esteem
have better speaking skill than those having low self-esteem.
3. There is an interaction between teaching techniques and self-esteem in

teaching speaking. Gallery Walk is a discussion technique that gets
students out of their chairs and into a mode of active engagement. For
students it is a chance to share thoughts in a more intimate, supportive
setting rather than a larger, anonymous class. For instructors, it's a chance
to gauge the depth of student understanding of particular concepts.
(http://serch./intergeo/gallerywalk/what.html).The use of gallery walk is
more effective for students having high self-esteem. In gallery walk, the
students will be forced to be active to move from one gallery to other
galleries and they will have chance to practice their speaking skill, because
this teaching technique provides wide space for students to deliver and
explore their ideas by becoming gallery attendants. Rosenberg in Mruk
(2006: 16) states that high self-esteem is expressing the feeling that one is
good enough. The individual simply feels that he is a person of worth, he
respect himself for what he is. It is stated by Leary and Macdonald in
commit
Mruk (2006: 85) that people to user
with high self-esteem simply feel better about
65
themselves, about life, and about future. For students who have high self-
esteem, gallery walk offers an opportunity to explore their speaking skills;
they tend to be very active in practicing speaking. With their feeling of
competence, worthiness, confidence, self-satisfaction and good relation
with others, they will enjoy the teaching and learning process. The
teachers’ goal in holding the classroom is not only concerned with
teaching academic content but also considers making the students develop
their social and human relation with others. In gallery walk the students
work cooperatively in understanding the message in the gallery and
presenting the information they get. This condition improves students’
speaking skill. So, gallery is effective for teaching speaking to students
who have high self-esteem.
4. Guided speaking as other guided practice is an opportunity for students to
practice new skill or practice with new knowledge with the safety net of
the teacher to help (http://www.suite101/). Guided speaking technique
seems can satisfy the students in joining the speaking class. In this
technique the teacher has more dominant roles than in gallery walk. When
the teacher uses guided speaking to teach speaking, although the students
have communicative activity, but this teaching technique doesn’t provide
wide space for students to explore their speaking skill. They tend to stick
to the clues given by the teacher. This teaching and learning process also
limits the chance for the students to explore their ideas. Mruk (2006: 3)
states that it is still acknowledged that low self-esteem has its cost, such as
missed opportunity or lack of spontaneity. By having limited feeling of
competence, worthiness, confidence, self-satisfaction and good relation
with others, students with low self-esteem have to be forced to speak. This
technique is appropriate for them because in this technique the teacher
forces the students to speak by giving guide. The null hypothesis between
the two variables, the teaching techniques and self-esteem, is that there is
no interaction between teaching techniques and self-esteem in teaching
commit
speaking. In this research to user
the null hypothesis is rejected because 𝐹𝑜
66
interaction (6.918) is higher than 𝐹𝑡.05 (4.00). Therefore there is an

interaction between teaching techniques and self-esteem.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the result of the data analysis presented in chapter IV, the findings
of the research are:
1. Using gallery walk is more effective than guided speaking for teaching
speaking to the eleventh grade students of SMAN 3 Cilacap in the
academic year 2011/2012.
2. The speaking skill of students having high self-esteem is better than that
of those having low self-esteem.
3. There is an interaction between teaching technique and self-esteem.
Based on those findings, it can be concluded that using gallery walk is an
effective technique to teach speaking for the eleventh grade students of SMAN 3
Cilacap in the academic year 2011/2012.
B. Implication
Gallery walk is a teaching technique that gives chance to the students
to get involved in an active engagement. For students it is a chance to share
thoughts in an intimate and supportive setting. For teachers, it is a chance to
gauge the depth of students’ understanding of a particular concept or
particular skill, including the students’ speaking skill. Gallery walk is an
enjoyable teaching technique since the students will have good atmosphere
for practicing speaking by having informal situation. The gallery can
stimulate their ideas that enable them to speak because there is much
information that the students can get. They can discuss in group about the
vocabulary and the grammar they should use. By having gallery walk in the
speaking monolog activity, the students have chance to become model for
their friends and they also can learn from their friends, in this case having
repeated modeling will help the students arrange the idea and have better
fluency. commit to user
68
There are some ways in teaching using gallery walk. The gallery can
be designed by using papers or computers; it can also be designed for small
group of students or a large class. The activity in gallery can be varied
depending on the teachers’ goal of teaching. In this research, the researcher
goal in using gallery walk is to teach speaking, so the researcher designs the
gallery to enable the students to have speaking practice. While the students
are having activity in the gallery, the researcher observes them and record
the students’ problem, and at the end of the session the researcher gives
feedback by discussing their problems and asking the students about the
new things they learn in the gallery.
C. SUGGESTION
It is necessary to have other investigation as follow up to the research that
has been done. Replication of the similar study will reinforce the findings.
Some suggestions for the teachers, students, and future researchers can be
listed as follows:
1. For the teachers
a. Teachers must be creative in teaching. Monotonous way of teaching
will make the students bored. The students will enjoy the teaching
and learning process when the teachers are able to create good or
appropriate atmosphere to study that can attract the students
mentally and physically in the teaching and learning process. It is a
must for teacher to improve the teaching technique in order to reach
the goal of teaching by finding a lot teaching technique references.
Gallery walk is one of the teaching techniques that is effective to
improve students’ speaking skill.
b. Teachers should pay more attention to the students who have low
achievement. The teacher must encourage them to be active in the
teaching and learning process so that they can have better
achievement.
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2. For the students

a. The students are suggested to be more active in the teaching and
learning process to improve their speaking skill. By being active in
their class they will be able to have good achievement in English
lesson especially speaking.
b. For students having low ability in speaking, they should encourage
themselves and they must be sure that if they are more active in
practicing English they will get better result.
3. For future researchers

a. A replication of this research design using gallery walk and guided
speaking technique as the treatment for teaching speaking can be
done with some revision.
b. A similar research with different population characteristic is also
possible.
c. It may also useful to have research with different students’ condition
like students’ motivation or interest.
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perpustakaan.uns.ac.id digilib.uns.ac.

THE EFFECTIVENESS OF GALLERY WALK

Submitted to Graduate School of Sebelas Maret University as a partial Fulfilment

ENGLISH EDUCATION DEPARTMENT

SEBELAS MARET UNIVERSITY

HARIYATI MAJIASIH, S891008036, 2012. The Effectiveness of Gallery

Keywords: Gallery Walk, Guided commit to user

HARIYATI MAJIASIH, S891008036, 2012. The Effectiveness of Gallery

Please remember that nobody remembers when you do right but

Mind your decision!

My beloved parents and parents- in- Law

My beloved husband: Tejo Sutrisno

My beloved son: Nararya and Sulthan

My brothers and sisters

My friends in the world here and after

Surakarta, February 2012

TITLE PAGE ................................................................................................... i

CHAPTER II REVIEW OF RELATED LITERATURE

CHAPTER III RESEARCH METHODOLOGY

CHAPTER IV RESEARCH FINDING

6. The Students Having Low Self-Esteem who are Taught

CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION

Table 1 Time Schedule of the Research .................................................... 34

Appendix Blue Print of Self-Esteem ..................................................... 73

A. Background of the Study

must for the teacher to improve the students’ speaking ability by

The students’ self-esteem also influences the speaking skill. The

E. Objectives of the Study

1. whether Gallery Walk is more effective than Guided Speaking to teach

F. The Benefit of the study

2. For the Teachers

REVIEW OF RELATED LITERATURE

6) Use the register or the language variety that is appropriate to the

b. The Speaking Ability

understanding how to take into account who is speaking to whom, in

1) Produce the English speech sounds and sound patterns.

8) Reporting commit to user

Students are asked to read a newspaper or magazine and, in class, they

10) Picture Narrating

11) Picture Describing

12) Find the Difference

d. Problems in Teaching Speaking

Lack of self confidence, vocabulary, poor grammar, and the difficulty in

Group discussion and role playing are two other important

2) Scoring Speaking Test

A rubric is an explicit set of criteria used for assessing a particular

The writer concludes that a speaking rubric is a set of criteria

c. Gallery Walk Technique in Teaching Speaking

1) The teacher ask the students questions related to gallery.

d. Strengths and Weaknesses of Gallery Walk

1) It makes the students more creative to make their galleries interesting.

3. Guided Speaking Technique

esteem. Third, and related to the second, there is an evaluative element, an

c. The Importance of Self Esteem

B. Review of Related Research

Santoso in 2009 did a research entitled “The Effectiveness of Using Small

Another research is done by Wiyono in 2010. The title is “Improving