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work individually and in group, and able to
responsible for all individual and group tasks
(Yusnidar, 2014; Kahayun et al., 2015). Wood and
Janis (2001), there are two benefits that can be
delivered by Gallery Walk strategy. The first benefit
is to provide participants with the opportunity to
think about and share the process that is used to
read, write, or speak. The second benefit is to
facilitate a comparison between the participants’
descriptions of their reading, writing work with the
presenter’s work. It can be concluded that Gallery
walk let the students to share idea with other about
their own opinion of the work. Therefore, learning
model of gallery walk indirectly will be able to train,
develop and enhance students’ participatory skill
because the learning process fulfill participatory
skill indicator namely interaction, monitoring and
influencing.
The result of questionnaire analysis for
experiment class explains that 68 percent of students
in experiment class choose to attentive to their
friends’ idea during discussion in group, 44 percent
of students choose to actively discuss learning task
responsibly, and express the idea during discussion.
In addition, observation result during learning
process shows that students’ learning activity both
individually and in group is enhanced. Learning
activity done by students among others are attentive
to teachers when explaining learning material, read
learning material, discuss together in group, write
discussion result in carton paper then attach it on the
class wall, and assess work result of another group
by giving checklist on writing they agreed as correct.
That data proves that cooperative learning model
with gallery wall type capable to enhance students’
participatory skill. Laura (2011) explains that there
are some procedures that involve in “gallery walk
strategy as follow: start from teacher explain about
the component of Gallery walk, and teacher give the
brainstorm about possible roles that related with they
discuss, after that the students divide to be some
group give the time to show what they know on their
poster or images. The students work together to
show what they know about their posters, after that
the teacher call each group to front of the class and
express the result of discussion their posters around
the room, and show what they know about it”.
That 68 percent of students attentive to their
friends’ idea during discussion in group is part of
interaction in participatory skill. This is in accord
with the idea which explain that “interaction skill
comprises listen attentively, question effectively,
express thinking and feeling, and manage the
conflict through mediation, compromise and
agreement” (Winarno, 2013). Actively discussing
learning task responsibly can be categorized as
monitoring ability. This is in accord with the study
which explained that “the ability in monitoring
public issue comprise research public issue through
literature study and field study, attend public
meetings, and observe political and court process”
(Winarno, 2013). Discuss together learning task
can be means that students learn to research the
issues emerged in literature study. Express the ideas
during discussion in front of group or class is part of
the ability in influencing. This is in accord with
literature study which state that “the ability in
influencing public issues comprise make petition,
public speaking, make testimony for the public
bodies, involve in advocacy group, build alliance,
and vote” (Winarno, 2013).
3.2 Participatory Skill Difference in
Students Who Use Cooperative
Learning Model with Gallery Walk
Type and Concept Map
Based on questionnaire result of students in two
classes in this study, both experiment class and
control class had showed good participatory skill.
Civic participatory skill in the form of interaction act
is showed by 52 percent of students in experiment
class and 44 percent of students in control class who
state that always monitor and tolerate or understand
among each other. Then monitoring skill is showed
by students who often attentive to their friends’ idea
during discussion in group, 68 percent of students in
experiment class and 48 percent of students in
control class. Civic skill in influencing is showed by
44 percent of students in experiment class who
choose to express the idea during discussion, and 52
percent of students in control class who choose to
build cooperation with the others.
After seeing data of questionnaire result above, it
can be known that there is significant difference in
participatory skill between class who use
cooperative learning model with gallery walk type
and class who use concept map. That there is no
significant difference due to two learning types are
categorized in cooperative learning model which
have advantage and disadvantage characteristics
which are almost the same and not much differ in its
application process in learning. The advantage
which can be showed in cooperative learning with
gallery walk type and concept map is that learning
process together in group result in interaction among
students so peer’s tutors can help and tutor each
other. The task which is done together by rewriting
learning material in the form of table in galley walk
ICSE 2017 - 2nd International Conference on Sociology Education
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