Gallery Walk Technique To Promote Students Participation In English Language Learning

Abstract

This best practice explores the implementation of the gallery walk technique to encourage tenth-grade students’ participation in learning English, particularly procedural texts, at SMAN 1 Tasifeto Timur. Conducted in a rural classroom with limited resources, the practice addressed students’ low confidence, minimal participation, and difficulties in expressing ideas in English. The technique was implemented through collaborative activities, including task creation and posting, group formation and product creation, display and rotation with commenting, evaluation, presentations and reflection. These stages encouraged students to actively observe, discuss, and revise their work while practicing English in meaningful contexts. The results indicate that the gallery walk technique created a more interactive and student-centered learning environment. Despite challenges such as varied confidence levels and classroom management, structured guidance and clear group roles appeared to support the implementation process. In addition, this technique seemed to be helpful for use in rural schools with limited access to technology.