OBSERVATION REPORT

GROUP MEMBER NAME :

 FLORENCYA BR TUMANGGOR (1988203027)
 SHENDY ELISABET S (1988203032)
 DESI KATRINA S (1988203038)
 KENAN LEE (1988203061)

UNIVERSITY OF LANCANG KUNING PEKANBARU

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION
2021
 PREFACE

Thanks to the Almighty God for His bless and grace, so we can finish
this paper on time. Thanks to Madam Refika as the lecturer of English
classroom management course for who always help her students and give
a lot of useful knowlegde.

This observation report is composed of the explanation of the”Build

ELT Classroom Climate. This is not a perfect model so the writer expects
the critic and suggestion in order to make it better.

Hopefully this paper can be used as a reference to learn about build

ELT class climate

Pekanbaru, March 19th, 2021

Author
 BAB I

1.BACKGROUND OF THE PROBLEM

A. Introduction
Classroom climate is important for learners’ development. It helps students engage and
succeed in learning (Reyes, Brackett, Rivers, White, & Salovey, 2012). The classroom
climate results from teachers’ management efforts and students’ participation (Brekelmans,
Broken, Tartwijk, & Wubbels, 2005). The classroom climate can be used as a method to
enhance students’ knowledge. For classroom management and classroom climate
enhancement to be most effective, teachers must consider the students’ needs and background
(Land & Hannafin, 2000; Narum, 2004). This is consistent with the learner-centered teaching
concept (Khammanee, 2004). In Thailand, this concept has been prevalent in educational
reform for over 10 years; however, present learning management has not changed
(Sengdonpai, 2007), possibly because of teachers’ preference for traditional learning
management, which is generally known as teacher-centered learning management
(Chaokiratipong, Namfa, & Thaithae, 2002). Learner-centered learning management and
classroom climate enhancement are different from the traditional concept of teacher-centered
learning management. For example, according to the traditional concept, the teacher’s role is
to teach whilst, according to the new concept, teachers give advice, mediate and learn
together with the students. Similarly, students in the past passively received knowledge whilst
nowadays they create their own knowledge. As a result, learning management has changed
accordingly. In the past, teachers gave lectures and assigned tasks but nowadays, students
work and learn together. Evaluation in the past was based on student performance that
showed they had acquired new knowledge whilst nowadays, evaluation helps to develop and
diagnose student learning and identify components that need to be improved (Allen, 2004;
Huba & Freed, 2000).
B. Purpose of research
The school and classroom climate have a significant impact on student behaviour and
achievement. Important elements in a positive classroom climate include a sense of respect,
security and safety, engagement and humour. Respect Both students and the teacher have a
right to be treated with respect in the classroom. They also have a responsibility to treat each
other with respect. Respect involves recognizing that all students have dignity, worth and
something important to contribute. Teachers need to know their students in order to connect
with them on an intellectual level. They also need to communicate to students that they
believe in their ability to learn and contribute to the class.
Consider the following strategies for promoting respect.
• Become familiar with student records and backgrounds.
• Take a sincere interest in all students and showing understanding and concern for
students’ personal needs and outside interests.
• Ensure that students are disciplined fairly, firmly and consistently.
• Treat all students with respect and courtesy.
• Call on all students equally to answer questions and make other contributions in class.
• Direct a variety of questions at students to challenge them to think.
• Give students enough time to respond to questions in class. Failing to wait for a
student’s answer may communicate to the student that he or she is perceived to be less
intelligent.
• Give students appropriate, immediate feedback to their responses in class by affirming
correct answers, encouraging students to try again, or giving further information to
help them arrive at the correct answer.

• Maintain verbal and visual contact with all students during class. This individualized
attention demonstrates that all students are involved and may minimize discipline
problems.
• Have extra supplies of classroom materials such as pencils and paper available that
students can politely request if they forget theirs.
 BAB II
1.LITERATURE RIVIEW

A. Classroom Climate define

Classroom climate refers to the specific instructional environments cultivated by

individual teachers. In fact, most students’ experiences in schools are situated in specific
classrooms and are shaped by classroom-based interactions with peers and teachers. Students
could have different perceptions of different classrooms, and each classroom might have a
distinct climate that emerges as students interact with each other and with teachers.
Classroom climates can vary greatly from classroom to classroom within a school (Creemers,
1994; Wang, Haertel, and Walberg, 1993).

Classroom climate and school climate share many of the same aspects of safety,
engagement, academic environment, and institutional environment. Although there is
significant overlap between characteristics of school and classroom climate, classroom
climate is distinct from school climate in a few key ways. For example, although some
aspects of safety, engagement, and environment focus on common areas and public spaces
such as cafeterias, hallways, and libraries or are subject to schoolwide policies that are
generally stable across classrooms (Wang and Degol, 2016), other aspects of the learning
environment are likely to vary from one classroom to another, such as aspects of engagement
(including student-teacher trust), aspects of the academic environment (including the quality
of instruction), and teacher expectations. Importantly, in the United States, most students in
secondary schools experience multiple instructional environments within a given day and
have interactions with multiple teachers.

B. Manifest class climate

Safety refers
in addition to physical safety, to the extent to which individuals are empathetic and
demonstrate caring and support, the intrapersonal competencies of students and teachers, and
the fairness and consistency of classroom rules.
Students need a safe and caring environment in which to explore concepts, feelings, ideas and
issues. Setting expectations and limits are critical to the emotional safety of students.
Students should feel free to speak without ridicule, teasing, taunting or other humiliation.
Many activities in Knowledge and Employability courses involve exploring personal interests
and experiences as a starting point for learning. Inherent in asking students to share personal
information in the classroom is the issue of confidentiality.
Consider the following strategies for promoting security and safety.
• Act with sensitivity and discretion when handling information that is personal or
could cause embarrassment or distress to a student or family.
• Anticipate where a discussion is going in order to protect individual students from
revealing inappropriate personal information.
• Be considerate of student privacy and share information about students on a need to
know basis. Be aware of how the Freedom of Information and Protection of Privacy
Act (FOIPP) affects policy and practice in your school.
• Make time available for individual help during class or after school hours.
 • Respect students’ right to privacy by establishing routines that allow students to
“pass” when they do not wish to contribute to a specific discussion. This respect for
boundaries extends to teachers. Teachers have the right to decline to share personal
information or opinions on any topic.

Engagement
Refers to the quality of studentstudent relationships and student-teacher relationships.
Engagement begins with teachers projecting a sense of anticipation about the topic and
activities, and sharing that enthusiasm with students. When students feel that their learning
needs are being met, they feel excitement about what they are doing. If they enjoy class time
if the activities and experiences interest them they will actively participate. From the start,
students need to know that Knowledge and Employability courses are full of rich content,
with many opportunities to explore and develop new skills and concepts. Throughout the
course, they need to see the value of Knowledge and Employability instruction and learning
activities. If they believe that what they are doing has value, they will be willing to invest
time and energy.
Consider the following strategies for promoting engagement.
• Provide students with a comprehensive course outline that explains how and when
they will be working on specific skills and concepts.
• Explain how assessment and evaluation will be carried out.
• Provide learning tasks that are meaningful and challenging, yet provide for success.
• Use the personal experiences of students as starting points to link the practice and
transfer of skills in the classroom to the home and community.
• Take advantage of specific outcomes that provide opportunities to explore personally
relevant topics.
• When possible, allow students to choose topics and issues that interest them.
• Encourage students to become less teacher dependent and more in charge of
themselves.
• Expect students to monitor their own behaviour and learning, and to find intrinsic
rewards in doing their personal best.

Humour
Humour is a life-management skill. Students and teachers who can see the lighter side of
things manage stress more effectively.
Consider the following strategies for promoting engagement.
• Be able to laugh at yourself and minor incidents in the classroom. Acknowledge and
enjoy spontaneous humour as it happens.
• Use cartoons, word play, and humorous observations and stories to provide humour.
• Be straightforward and tell students when humour in the classroom is inappropriate
and unwelcome.
• Avoid over-reacting. Recognize that adolescents are still learning the nuances of
humour, and use incidents of inappropriate humour as teachable moments.
• Give students guidelines that include the following points. Think before saying
something rude or insulting, even if it sounds funny. Never use humour to embarrass
or humiliate someone. There is no place for off colour humour, stereotyping, or
prejudicial comments or actions in the classroom.

Mananging behavior in the class

A key part of establishing a healthy climate is developing a plan for preventing and
correcting inappropriate behaviours.
Generally, a behaviour management plan involves the following:
• establishing rules or expectations, and ensuring that students understand these
• establishing and enforcing logical consequences if expectations are not met
• providing positive feedback when expectations are met
• developing behaviour modification strategies
• developing general preventative strategies and specific strategies for working with
students with behavioural problems or attention difficulties.
• The following questions can be used to help assess the behaviour management plan in
place.
• Does the plan treat students with dignity?
• Does the plan include opportunities for students to learn new skills, and to acquire a
range of acceptable responses to frustration, teasing and other negative experiences?
• Are the consequences appropriate to the behaviour?
• Does the plan include periodic reviews or allow for the review of programming
(including seating arrangements) that may be contributing to behaviour problems?
 BAB III

1.OBSERVATION FINDING
A. Setting of the observation

SMA NURUL FALAH is located in Masjid Raya street Senapelan Pekanbaru. SMA
NURUL FALAH consists of classes from grade X until grade XII. NURUL FALAH have a
library, 2 laboratory, a hall, a basketball, an office, parking areas, UKS, toilet for students and
teachers, and a court.
B. Place and Time of the Observation
This observation was conducted in SMA NURUL FALAH,Pekanbaru. The researcher
followed the school schedule in determining the time for each meeting. The following is the
schedule for the English class it is at:
Day / Date: Wednesday, March 10th
Time: 09.00 s / d Finish
Place: NURUL FALAH SMA

C.Data and Techniques of Collecting the Data

The data collected in this classroom situation was in the form of observations, interviews,
and questionnaires. There are three techniques of collecting the data in this research. The
procedures of data collection are as follows:
1. Observation
According Burke (2001: 147), an observation is defined as the unobtrusive watching of
behavioral patterns of people in certain situation to obtain information about the phenomenon
of interest.
2. Interview
According Burke (2001:146), an interview is a data collection method in which
interviewer asks interviewer questions.
3. Questionnaires
According Burke (2001: 127), a questionnaire is a self report data collection instrument
that each research participant fills out as part of a research study. Researchers use
questionnaires so that they can obtain information about the thoughts, feeling, attitudes,
beliefs, values, perceptions, personality, and behavioral intention of research participants.

D. Finding and discussion between build ELT class climate and the application in
SMA NURUL FALAH

Classroom Rules and Expectations

Clear behavioural expectations are part of creating a safe and positive environment.
They are necessary parameters for constructive interactions to ensure students maintain self-
respect and respect of others. Classroom rules and behavioural expectations should be brief,
clear, explicit and written in positive language. Classroom routines and guidelines also need
to be flexible and adaptable to the changing nature and needs of the students. For example,
there may be tighter parameters early in the year that broaden as students develop new skills
and attitudes.
Sample rules that could apply at all grade levels include the following.
 • Bring all materials to class (if need be stipulate pencil, paper, text, etc.).
• Be in your seat and ready to work when the bell rings.
• Be polite to all students and staff.
• Stay in your seat and listen when someone is talking.
• Respect school and people’s property

From the interview with Ma’am Mira as a english teacher of grade 11

“How do mothers deal with students who are less motivated to learn? Like students who
don't focus and prefer to play cellphones while learning is taking place?”

Ma’am Mira said: “before i started learning and teaching, I always gives motivation to
students, besides that, at the first meeting there is a learning contract as rules of my class
which must follow by all student,such as do not play cellphones during lesson,or dont be
late”

.
 CONCLUSION
The learning used by the teacher is through an environmental approach and the
teacher always pays attention to the development of learning not only for one student but for
all students, the teacher always provides motivation to students in building success and
achieving achievement, students and teachers contribute well to reaching a teaching
agreement or learning contract that is want to be achieved, so as to form the desired class in
the future. In the learning process all factors that interfere with or discrimination will be
removed, the teacher will try to make the class as interesting as possible by carrying out
learning accompanied by games in the context of English, during the Covid-19 pandemic
Learning materials at Nurul Falah High School are carried out using media such as google
classrooms or teaching videos by sharing learning materials to students, the classroom
situation the teacher expects is not monotonous, guiding students in developing positive
attitudes and perceptions of defense jar. And build a conducive classroom environment
situation so that it helps students become independent and responsible human beings and are
able to contribute to themselves and others.
 REFERENCE

Interview guru SMA NURUL FALAH

https://core.ac.uk/download/pdf/82477741.pdf
https://www.rand.org/content/dam/rand/pubs/research_reports/RR4200/RR4259/RAND_RR4
259.pdf
https://www.learnalberta.ca/content/kes/pdf/or_ws_tea_02_creatpos.pdf