THE INFLUENCE OF USING GALLERY WALK TECHNIQUE ON STUDENTS’ ABILITY IN WRITING REPORT TEXT AT THE SECOND SEMESTER OF TENTH GRADE OF SMA YADIKA BANDAR LAMPUNG IN ACADEMIC YEAR 2024/2025

Laila, Puspita Anggraini (2026) THE INFLUENCE OF USING GALLERY WALK TECHNIQUE ON STUDENTS’ ABILITY IN WRITING REPORT TEXT AT THE SECOND SEMESTER OF TENTH GRADE OF SMA YADIKA BANDAR LAMPUNG IN ACADEMIC YEAR 2024/2025. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study was conducted to investigate the effectiveness of the Gallery Walk technique in improving students’ report writing skills. Writing is considered one of the most challenging English skills because students are required to organize ideas, apply appropriate grammar, and follow the structure of the text. Many students experience difficulties in writing report texts due to limited classroom interaction and the use of monotonous teaching methods. Therefore, this study aimed to determine whether the Gallery Walk technique could significantly improve the report writing ability of tenth-grade students at Yadika Senior High School Bandar Lampung in the 2024/2025 academic year. This research employed a quasi-experimental design involving two groups: an experimental class and a control class. The experimental class was taught using the Gallery Walk technique, while the control class received conventional textbook-based instruction. The participants of the study were 30 students of class X4 as the experimental group and 28 students of class X1 as the control group. The instrument used was a writing test administered as a pretest and a post-test. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, and the Mann–Whitney U Test to determine the significance of differences between the two groups. The findings revealed that both groups showed improvement after the treatment; however, the experimental class demonstrated greater progress than the control class. The average pre-test score of the experimental class was 41.79, while the control class obtained 35.71. After the treatment, the experimental class achieved a mean gain score of 26.80, whereas the control class gained only 14.28. The result of the Mann–Whitney U Test showed a significance value of 0.000, which was lower than 0.05. This result indicates that there was a significant difference between the students taught using the Gallery Walk technique and those taught through conventional instruction. Based on the findings, it can be concluded that the Gallery Walk technique is effective in improving students’ report writing skills. Therefore, this technique can be recommended as an innovative and interactive approach to teaching English writing, particularly report text writing.

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