Learning and teaching English, especially in learning literature history, is closely related to the intelligence ability to speak, write, listen and read. Moreover, this intelligence can be developed with the help of teachers through certain strategies. This study aims to answer questions about the perceptions, strengths and weaknesses of students on the use of the gallery walk strategy in the literature history course.
Qualitative research with a descriptive approach was applied to this research. Participants in this study were 80 students in semester 3 batch 2019. The data from this study were collected through a questionnaire designed in such a way as to find out how students' perceptions of using the gallery walk strategy were analyzed in three stages: data reduction, data presentation, then making and verify conclusions.
The results showed that some students believed that teaching using the gallery walk strategy really helped students understand easily what would be conveyed in learning. In addition, the teacher's role is also very important in providing motivation and knowledge related to the implementation of the gallery walk strategy. This study aims to determine how students' perceptions and to know the strengths and weaknesses of using the gallery walk strategy.