Mochlisin, 0203513041 (2016) THE EFFECT OF GALLERY WALK AND NUMBERED HEADS TOGETHER TECHNIQUES IN TEACHING READING COMPREHENSION TO INTROVERTED AND EXTROVERTED STUDENTS The Case of the Tenth Graders of SMK Diponegoro Majoring in the Sharia Banking Program in the Academic Year of 2015/2016. Masters thesis, Pascasarjana.

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Abstract

This study investigates the effect of Gallery Walk and Numbered Heads Together techniques in enhancing the students’ reading comprehension to extroverted and introverted students. This study is a quantitative research by using the 2x2 experimental factorial design. The participants of this study were 50 students of the tenth graders of Sharia Banking consisting of 27 students of X Sharia Banking 1 as the first experimental group treated by Numbered Heads Together technique in teaching reading of descriptive texts and 23 students of X Sharia Banking 2 as the second experimental group treated by Gallery Walk in teaching reading at SMK Diponegoro Banyuputih. The findings of this study show that (1) there is a significant difference between pretest and posttest scores in teaching reading comprehension by using Gallery Walk technique to the extroverted students, (2) there is no significant difference between pretest and posttest scores in teaching reading comprehension by using Gallery Walk technique to the introverted students, (3) there is a significant difference between pretest and posttest scores in teaching reading comprehension by using Numbered Heads Together technique to the extroverted students, (4) there is a significant difference of pretest and posttest scores in teaching reading comprehension by using Numbered Heads Together technique to the introverted students, (5) both Gallery Walk and Numbered Heads Together have equal effectiveness to teach reading comprehension to the extroverted and introverted students, (6) both extroverted and introverted students have equal improvement treated using Gallery Walk and Numbered Heads Together techniques, (7) there is no interaction between teaching techniques employed and the students’ personality types. To sum up, there is only an insignificant result showing the difference of pretest and posttest scores, i.e. introverted students treated by Gallery Walk technique, meanwhile the rest of the groups are significant. In addition, both techniques have equal effectiveness and both students’ personality types have equal improvement. There is also no interaction between teaching techniques employed and the students’ personality types.

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