Abstract
HasanuddinUniversity of Makassar, Indonesia, has changed its pedagogical paradigm from teaching to facilitating. The training contains strategies in managing the classroom, particularly in engaging and facilitating students in the learning process. Specifically in the Arabic language classroom, for the last 6 years.The present study outlines an action-research approach to the Gallery Walk, a practice that has proven to be successful in incorporating these strategies, to createan active-learning environment. The purpose of this classroom-based action research is to describe Gallery Walk implementation, and to analyze the effect of Gallery Walk and its modifications, in increasing students’ participation and learning. In terms of method, reflections and a questionnaire were used to collect data from 29 participating students. The questionnaire contains questions related to students’ knowledge, skills, and attitudes. The data was described and analyzed in quantitative fashion. The results show that the Gallery Walk exercise can effectively engage students in the learning process. The students can obtain data effortlessly, utilize their skills in understanding the topic discussed and create a constructive attitude towards other students. The conclusion can be drawn that the four Gallery Walk sessions can significantly lead students to participate broadly in the learning process.
INTRODUCTION
From teaching to facilitating is a new pedagogical paradigm that Hasanuddin University of Makassar has adopted into its learning process. Therefore, LKPP which stands for Leambaga Kajian dan Pengembangan Pendidikan (The Institute of Educational DevelopmentStudies) that focuses on lecturers’ capacity building has trained most of the lecturers to implement Students Centered Learning (SCL). SCL provides lots of learning strategies that engage students in the classroom as De Potter dan Hernac cited in stated that “learning process can occur in several ways such as 10% is reading, 20% is from listening, 30% is from seeing, 50% is from seeing and listening, 70% is from saying and 90% is from saying and doing.” Similarly, confirmed that “instructional activities involving learners in doing things and thinking about what they are doing.”Arabic Proficiency (AP) 2 Course in which this classroom based research was carried out is an advanced and compulsory as well as a-four credit course. Students registering in this course must pass Arabic Proficiency (AP) I Course. Among the courses, these both courses are the only ones taught twice a week in the curriculum of Department of Arabic. Similarly with AP 1, AP 2 is still focusing on 4 skill of Arabic proficiency namely 1) Istimā(Listening), 2) Kalām(Speaking), 3) Qirā’ah(Reading) and 4) Kitābah(Writing).