DINAMIKA ILMU - Vol. 18 No. 1 - Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

Oct 15, 2026

This article examines an assessment model implemented in the Learning Gallery technique to teach Cross Cultural Understanding for EFL learners. It focuses on English-speaking-country culture competence demands placed on EFL college students. The study applies Student-Self Test and Teacher-Made Test, showing improvements in students’ cross cultural competence, awareness, and sensitivity. Reflective interviews also indicate greater experience in test development and increased learner independence through developing and using peer- and teacher-made tests.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Learning Gallery teaching strategy and steps

In-group comprehension

Expert-group discussion

In home-group confirmation

DINAMIKA ILMU Vol. 18 No. 1, 2018 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://dx.doi.org/10.21093/di.v18i1.969](http://dx.doi.org/10.21093/di.v18i1.969) Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners Erna Iftanti English Education Department, IAIN Tulungagung, Indonesia [e-mail: Ernataufic72@gmail.com](e-mail: Ernataufic72@gmail.com) Abstract In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence, awareness, and sensitivity and it leads them to be more independent learners as well. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test, doing their peer’s made test, and doing teacher-made test, they are experienced in test development, better prepared for the test, and to be more independent learners. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt. Keywords: assessment model, learning gallery technique, Cross Cultural Understanding A. Introduction It is unavoidable that a language learner not only learns the language itself but the culture in which the language exist. This is due to the fact that language and culture are closely associated and one cannot be understood or appreciated without knowledge of the other (Sapir, 1929 as cited by Suntharesan, 2016) . Accordingly, EFL college students of English Education Program of IAIN Tulungagung, Indonesia are demanded to learn cultures of the English speaking countries. Hence, it is compulsory for students to take Cross Cultural Understanding (CCU) Course (Buku Pedoman Penyelenggaraan Pendidikan, 2016) . As EFL candidate teachers, they should be engaged in developing cross-cultural competence so that they are able to transmit global learning to their future students. Considering the fact that the world population significantly increases and people move across national borders, to prepare EFL teachers who are competent in helping learners’ function and roles as members of global society is significant. They are then demanded to learn cultures across mainly English speaking countries as those of English origin which include a wide range of topics. A study carried out by Seeberg and Minick (2012) implies that the more distant a cross-cultural experience and the more emotionally loaded a theme; the more impact there will be in the affective aspects of the standards. The wide coverage of the learning materials is then delimited on the basis of the syllabus of CCU course. Furthermore, to achieve the learning goal, learning gallery teaching strategy as part of active learning with which the students are actively involved in the course was implemented. The term “learning gallery” as part of active learning used in this study shares common elements of involving students in doing thing and thinking about the things they are doing (Eison, 2010 as quoted from Bonwell & Eison, 1991) . Learning Gallery teaching strategy implemented in this study is the researcher’s modified jigsaw group project by which the students are grouped and they are responsible for a certain material to learn. The grouping of st

FAQs

What teaching problem does the article address for EFL learners?

It addresses the demand for EFL learners to build cross cultural competence, especially regarding cultures of English-speaking countries.

Which assessment methods are used in the Learning Gallery technique?

The study implements Student-Self Test and Teacher-Made Test as part of the Learning Gallery-based instruction.

What results does the study report regarding student learning?

The model improves students’ cross cultural competence, awareness, and sensitivity, and it increases independence through involvement in creating and using tests.

Oct 15, 2026

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