GALLERY WALK AS A VISIBLE THINKING ROUTINE IN INDONESIAN LANGUAGE CLASSROOMS

This study investigates the effectiveness of the Gallery Walk strategy as a Visible Thinking Routinein enhancing students’ learning outcomes in Indonesian language classrooms. The research wasmotivated by persistent challenges in Indonesian language teaching, which is often dominated byteacher-centered approaches and rote memorization, limiting opportunities for critical literacy andstudent engagement. Employing a quasi-experimental design, the study involved two classes ofeighth-grade students at SMP Unismuh Makassar during the 2024/2025 academic year. Theexperimental group received instruction through Gallery Walk activities, while the control groupwas taught using conventional methods. Data were collected through pre-tests and post-tests,classroom observations, student questionnaires, and teacher journals.The results indicated that students in the experimental group achieved significantly higher posttest scores than those in the control group, particularly in comprehension, interpretation, and clarityof expression. Observation findings further revealed that the Gallery Walk encouraged activeparticipation, peer collaboration, and reflective dialogue. Questionnaire responses confirmed thatstudents perceived the strategy as enjoyable, motivating, and confidence-building. Teacherreflections also highlighted that even quieter students became more involved when their ideas wereshared and discussed through the Gallery Walk process.In conclusion, the study demonstrates that the Gallery Walk, when applied as a Visible ThinkingRoutine, is an effective pedagogical strategy to promote deeper understanding, critical literacy, andstudent-centered learning in Indonesian language classrooms. The findings provide boththeoretical and practical implications for teachers, curriculum designers, and policymakers aimingto enhance the quality of language education.