Improving Student’s
Communication Skills through
Gallery Walk
R. Muhammad Ali
English Education Department
Faculty of Teacher Training and Education
Universitas Ahmad Dahlan
Yogyakarta Indonesia
E-mail: [email protected]
Abstract
One of the important things in teaching
English in Indonesia is how to give a big chance
to the students to improve their communication
skills.
Communication skills which include oral and
written expression are very important because
they are parts of the soft skills which give a big
contribution in determining someone’s success
in career and daily life.
Abstract …(2)
Gallery Walk as one of collaborative learning models
promotes chances for students to practice their
communication skills. Gallery Walk gets students out
of their chairs and actively involves them in
synthesizing important concepts, in consensus
building, in writing, and in public speaking.
In Gallery Walk, teams rotate around the classroom,
composing answers to questions as well as reflecting
upon the answers given by other groups. Questions are
posted on charts or just pieces of paper located in
different parts of the classroom. Each chart or
"station" has its own question that relates to an
important class concept. The technique closes with an
oral presentation or "report out" in which each group
synthesizes comments to a particular question.
Abstract …(3)
. Gallery Walk dedicates time for students to practice
discussing, debating, organizing, and writing the
language of the topic. Besides, it connects learners
to both new and old information
Through Gallery Walk students may improve their
oral communication skills such as personal
communication, presentation, and group discussion.
They may also develop their written communication
when they write the report of the activity.
Key Words: communications skills, gallery walk, oral
communication, written communication.
Introduction
The Job Outlook 2008 Survey of 276 employers
examined the qualities that employers look for in
prospective employees.
Data was collected using a five-point scale ranging
from 1 to 5 with “1” indicating that the characteristic
was “not important” and “5” indicating that the
characteristic was “extremely important”.
The levels of importance for the characteristics
studied as follows:
Skills and Characteristics Sought by Employers
Skills
Communication skills (verbal and written)
Strong work ethic
Teamwork skills (works well with others)
Initiative
Interpersonal skills (relates well with others)
Problem-solving skills
Analytical skills
Flexibility/ adaptability
Computer skills
Technical skills
Detail orientation
Organizational skills
Value
4.6
4.6
4.5
4.4
4.4
4.4
4.3
4.2
4.1
4.1
4.0
4.0
 The
data list communication skills as
the top quality.
 It means that it is very important to
improve student’s communication skills
in order they may become ‘the highly
targeted’ prospective employees.
Communication



Communication is central to all activities we perform.
In fact, it is central to our very existence. Since the
time we are born we start to communicate. A baby
communicates its needs and wants initially crying.
Later on it starts to babble, then gradually learns, to
speak in words. It also quickly learns to combine
these words to make sentences.
The term communication is derived from the Latin
word 'communis' which means common. Thus
communication is making common--ideas, opinions
or information (Sethi & Adhikari, 2010)
Daniel Goleman in Social Intellegence (2007) said
that communication is the primary way that we
connect with others i.e., sharing of ideas, opinions or
information
Communication (definition)
Sethi & Adhikari (2010) summarize definitions of
communication by some experts:
1. “ the interchange of thoughts, opinions or information by
speech, writing or signs” (Robert Anderson )
2. “the sum of all things one person does when he wants to
create understanding in the mind of another; it involves a
systematic and continuous process of telling, listening and
understanding “(Louis)
3. “transfer of information and understanding from one person
to another. It is a way of reaching others with facts, ideas,
thoughts and values” (Keith Davis ).
4. "Communication is the process by which
information is transmitted between
individuals and/or organizationa so that an
understandin and response develops.“
(Peter Little)
5. "an exchange of facts, ideas, opinions or
emotions by two or more persons". (W.H.
Newman and C.F. Summer Jr. )
Based on the above definitions there are certain
characteristics of communication which can be
identified. These are:
1. Communication involves at least two
persons--the sender and the receiver
2. It involves transfer of ideas, facts,
emotions, gestures, symbols and action
from sender to receiver.
3. Understanding is an essential component
of communication i.e., the ideas, opinions,
emotions etc. conveyed should be
accurately replicated in the receivers mind.
4. Communication may be intentional or
unintentional.
5. The purpose of communication is to elicit action,
inform or to express a certain point of view.
6. Communication is a two way process i.e.,
feedback from the reciever to the sender is an
essential component of communication.
7. Communication is a dynamic process i.e., it grows
and develops.
8. Communication is systemic i.e., every component
of the process is affected by every other
component. For example, if there is a fault in the
telephone (channel of communication) it will affect
the message received by the receiver.
Models of Communication
(Putra & Pratiwi: 2005)
• Interpersonal
Oral
• Presentation
Communication • Discussion
Written
• Report Writing
Communication
Roles of Communication

Marriage counselors emphasized the importance of
communication. They point out that the failure of some
marriages is not caused primarily by troubles and
problems or even by conflict because all marriages
encounter challenges and conflict. A major distinction
between relationship that endure and those that collapse
is effective communication.

When companies are surveyed to find out what applicant
qualities they consider most important, communication
tops the list (Schneider, 1999).

Health-care professionals must communicate effectively to
explain medical problems to patients, describe courses of
treatment, and gain information from patients and their
families.
Roles of….(2)
To be effective citizens in a democracy
must be able to express ideas and
evaluate the ideas of others
 In the work place, poor communication
means that errors and misunderstanding
occurs, messages must be repeated,
productivity suffer, and sometimes people
lose jobs.
 No matter what our career goals are,
including being a teacher, developing
strong communication skills will enhance
our professional success.

Elements of Communication
Message
 Sender
 Receiver

Medium
 Noise

Gallery Walk
The term Gallery Walk is derived from the
practice of patrons of the arts walking
through a gallery.
 Each piece of art represents expert
performance focused on a different topic
and employing different technical
strategies.
 The same process has been used with
teachers (Marzano, Robert J., Frontier, Tiny
and Livingston, David, 2011: 77).

What’s GW… (2)



For students, Gallery Walk is a chance to read
different solutions and provide oral and written
feedback to improve the clarity and precision of a
solution.
On the other hand, for teachers, it is a chance to
determine the range of subject evident (i.e.,
English, Mathematics) in the different solutions
and to hear students’ responses to their
classmate’s mathematical thinking.
Such assessment for learning data help the
teacher to determine points of emphasis,
elaboration and clarification for the ensuing whole
class discussion (Fosnot & Dolk, 2002).
The Purposes of GW
The purpose of the Gallery Walk is to have
students and the teacher engage with a
range of solutions through analysis and
response (Fosnot & Dolk, 2002).
 The gallery walk provides such an
opportunity, allowing students to address
interesting, open-ended science questions
using the terminology and language of the
discipline (Francek, 2012).

Steps In Gallery Walk
First, the instructor prepares several
discussion questions.
 Second, questions are posted on different
"stations" on classroom walls, placed on
pieces of paper on desks in different
locations around class, or typed on
different computers.
 Third, at each posted question a student
team reviews what previous groups have
written and adds new content.

Step In…
Fourth, as students discuss questions, the
instructor can circulate around the classroom,
clarifying questions, gauging student
understanding, and addressing
misconceptions.
 Fifth, when the group returns to the station
where it started, the group synthesizes
comments and makes an oral report, the
"reports out" phase of Gallery Walk," to the
class.

Steps In Gallery Walk
Diagram for Gallery Walk rotation Scheme
Writer’s Empirical Experience
On the writer’s experience, the lecturer
needs to modify the steps of conducting
gallery walk considering the students’
condition though still mostly adapt the
common steps given by experts.
The following are the writer’s steps in
teaching short story through gallery
walk:
Empirical Experience:

First, on the previous meeting, lecturer
divides the students into groups of five.
Each group should prepare a display
based on the topics given related to a
certain short story, such as the intrinsic
elements of the short story ( plot,
character and characterization, setting,
point of view, and theme).
Empirical Experience…

Second, on the D-day, groups put their
own displays on the wall as their
galleries. Before the play begins, each
group divides the member to be hosts
and visitors. If the members of the group
number 5 students, it can be two
students act as hosts, and three
students act as visitors.
The hosts keep the gallery to welcome
and serve the visitors.
Empirical Experience…

The visitors visiting other galleries are
learning, discussing, analyzing, and
giving comment of others’ galleries.
They take notes and give comments on
the color cards; appreciation and advice.
After visiting all galleries, the visitors are
back to their own galleries and now the
turn of the hosts do what the visitors did.
Empirical Experience…

Third, during the students visiting other
galleries, the lecturer circulates all the
galleries to appreciate and evaluate the
displays, gauge students’ knowledge
and understanding, investigate if there
are misconceptions, and other
interesting things from these whole
students activities.
Empirical Experience…

Fourth, the groups write a report and
present it in front of the class. The report
will be about what they have on their
own displays and the comments from
the visitors. Here the students learn to
do a public speaking for the whole class.
Empirical Experience…

Fifth, lecturer gives reinforcement,
correcting students misconception, and
appreciating students’ work. It is also
possible if the lecturer gives a formal
evaluation or a quiz about the topic and
the gallery walk process.
How GW Improve Student’s
Communication Skills

How GW Improve Student’s
Communication Skills
Conclusion
Communication skills is very important for
student’s future career development.
 Gallery walk can be applied in the class
rooms
 Gallery walk may improve student’s
communication skills.

References
Bowman, Sharon L. (2005). The Ten Minute Trainer.
San Francisco: John Wiley & Sons, Inc.
 Baccelieri, Patrick. (2010). Professional Learning
Communities, Using Data in Decision Making to
Improve Student Learning. Huntington Beach: Corinne
Burton, M.A.Ed.
 Francek, Mark. (2006). Promoting Discussion in The
Science Classroom Using Gallery Walks. Available at
http://blog.stetson.edu/jrseminars/wpcontent/uploads/Gallery-Walk.pdf
 Fox, Jennifer and Hoffman, Whitney. (2011). The
Differentiated Instruction Book of Lists. San Francisco:
John Wiley & Sons, Inc.









Fosnot, C., & Dolk, M. (2002). Young mathematicians at work:
Constructing fractions, decimals, and percents. Portsmouth,
NH: Heinemann.
Marzano, Robert J., Frontier, Tny and Livingston, David. (
2011). Effective Supervision: Supporting the Art and Science of
Teaching. 2011. Alexandria:ASCD.
Martinich, A.P. (1984). Communication and Reference. New
York: de Gruyter
Putra, Ikhsan S. & Pratiwi Ariyanti. (2005). Sukses dengan Soft
Skills. Bandung: Direktorat Pendidikan ITB.
Sethi, Anjanee & Adhikari, Bhavana.( 2010 ). Business
Communication.. New Delhi: Tata McGrraw Hill.
Starting Point. (2012). Available at:
http://serc.carleton.edu/introgeo/gallerywalk/what.html.
Accessed on September 23, 2012.
Tuttle, Harry G. (2008). Formative Assessment: Responding to
Your Students. New York: Eye on Education
Wood, Julia T. (2012).Communication in Our Lives. 6th edition.
Boston: Wardsworth.