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It is also different with the teacher’s said about each level of classroom and their learning environment. The teacher
said that teaching in low level classroom is always challenging because of the environment and students’ motivation as well. As
we known in the previous chapter, classroom climate is closely related with classroo
m environment as well. That’s why with kind of doubting, the researcher want to conduct a classroom
observation in order to know directly how is the classroom while learning speaking process. The researcher thinks that the
observation is also essential to be done by the researcher. The following result explains how the classroom climate is based on
observation.
While the formula that the researcher use in direct observation is:
� =
� � � ∑ � �
� ×
Then, the researcher takes the average of the percentage.
It is also categorized based on the classroom climate level that has been used by Herminia N. Falsario in the journal entitle
“Classroom Climate and Academic Performance of Education Students”.
Range of Mean `
Description 90
– 95 High Positive
85 – 89
Moderate 80
– 84 Negative
76 – 79
Poor
This result is only based on direct observation of single gender classroom climate. It was displayed through table as follows:
Table 4 3. Direct Observation Result of Classroom Climate CLASS
N MEAN
LEVEL 8A
1083 90
High 8B
910 76
Poor 8F
1100 92
High 8H
967 81
Negative From the table above, the information are displayed
clearly that 8A refers to high level of classroom climate which
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is having a conducive classroom environments and good students relationship among 4 other classes. 8B shows poor; the
direct observation shows that the students in 8B tend to interrupt each other. So, the environment is very crowded and
the learning process unconducive. 8F is also categorized as the
‘high’ classroom climate and 8H shows ‘negative’ classroom climate.
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter is divided into two parts, namely conclusion and suggestion. Based on the findings and the discussion in previous
chapter, the researcher makes some conclusion of an analysis of single gender classroom climate in learning speaking at MTsN Krian. The
conclusion and the suggestion are presented in order as follow:
A. Conclusion
1. Based on the result in survey and observation result, the
classroom climate in MTsN Krian is divided into three. That is high, negative and poor. High can be defined as
positive classroom climate which is considered as the classroom that is students are comfortable to learn in. It is
also shows us that there is good relationship in class, good student
s’ personal development and also having good
of teacher’s system maintenance; there are two classrooms that have positive climate that is 8A and 8F
that is considered as the best classroom of out others. While 8H is negative this shows many problems in
classroom behaviors that tend to disturb the classroom activities.
The last is 8B that is considered as ‘poor’ because some reasons especially when the teacher
observes the classroom, the students look having low motivation and unrespect to other students even with the
teachers. This classroom climate happened because of the students are less motivation in learning and many
interruptions between there.
2. The difference between classroom climate in male and
female classes are: the female classroom however having better classroom climate in the result of the classroom
observation done by the researcher. By the theory of George Yule in the book of “Study of Language”, the
different of women and men in conversation style is one of the factors that the researcher can found in the
classroom. According to George Yule, women produce more back-channels as indicators of listening and paying
attention but men not only produce fewer back-channels, but appear to treat them. The above theory by George
Yule is one of the reasons why it is different between male and female classroom. Female, which is categorized
by having more back channels can create the classroom pleasure by showing more positive behaviors and less
interruption while discussion rather than male classes. Male are categorized by fewer back channels shows the
less respect between others while discussion and more interruption in class. So, by this research it can be
conclude that gender is not the only thing which can change the classroom climate. This research can also
conclude that the single gender classroom is not assured of creating positive classroom climate. The reason why
some of school in Indonesia creating single gender classroom is that they believe single gender classroom
can create positive learning environment that also create positive climate in learning speaking. As it is observed,
there is no guarantee that it can create positive classroom climate but it female classes, there is a positive impact
which is female students are feeling more confident in learning speaking, to come forward and speak in front of
the class. Most of female students state that they are comfortable in single gender classroom. While for male
students, it is not clear having a positive impact for them in learning.
B. Suggestion
After doing the experiment, interpreting the data and discussing the result, the researcher would like to give
suggestions toward her experiences in conducting this research. It is expected that the result of the study give useful contribution for
teaching and learning English skill, especially in speaking skill for English teacher, other researchers and students.
First, suggestion for the English teacher in all classroom level and student is the teacher should consider about their effort
in creating positive classroom climate by creating the student- student relationship by looking at their involvement in class that
can be improved by making discussion and keep the classroom
environment more supportive. The teacher should keep the students’ relationship in class by making them respect to another
with some competition activities in class. Second, suggestion for the next researcher who wants to
conduct the same research that the present research discuss about the description of the classroom climate in single gender
classroom and the difference between the single gender classroom in male and female classes. For the other researcher
who wants to conduct this research, it would be better to observe the further factor why the female class is better than the male
class. Because this research is just observed the difference of female and male classroom by the theory of George Yule about
the gender conversation style that considered with the term of female and male back channels when speaking.
1
The next researcher can also have a further research what is another factor
that influences the classroom climate beside the students’
motivation. The third is suggestion for the students, if they want to
enhance the positive classroom climate, they should be creating their good relationship with their friends inside and outside the
classroom. Less bullying and interruption, creating high respect with other students, is one of the students’ can do in creating
positive classroom climate. In addition, enhancing their self motivation in learning is also one effort that can create positive
classroom climate.
The fourth is suggestion for school administrator. The school administrator should consider the impact of the classroom
climate in single gender classroom by reading the result of this research. This maybe good information for school administrator
which is wants to implement the single gender classroom in their school. The school administrator should inform to the teacher
while they want to implement the classroom climate in class that the teacher should be more creative in making the classroom
activities in order to make the students’ engagement in learning speaking.
1
Yule,George. “The study of language”. Cambridge: Cambridge University Press, 2010 page. 266.
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REFERENCE
Abdolnoor Khaleghi . “Identification of Affective Factors
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Study ” Vol. 6, No. 7; July 2016
Adelman, H. S. Taylor, L. in press. “Classroom climate”. In
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of School
Psychology. Thousand Oaks, CA: Sage.
Bennet, Jan. Doctoral Dissertation: “The Relationship between
Classroom Cl imate and Students’ Achievement”
University of North Texas, 2001 Clark, C. 2011.
“Boys, girls and communication: Their views, confidence and why these skills matter.
” London: National Literacy Trust.
Daniel Druckman,,” Learning, Remembering, Believing: Enhancing Human Performance
” NATIONAL ACADEMY PRESS:. Washington, D.C 1994
Dempsey, Victoria. Thesis: “A Chilly Classroom Climate? A
Mixed-Methods Assessment of Warren Wilson College” Warren Wilson College, 2011
Falsario, Herminia “Classroom Climate and Academic Performance of Education Students”, Presented at
the DLSU Research Congress De La Salle University, Manila, Philippines, 2014
Galler, Dana. A Dissertation: “An Exploration of How
Outstanding Teachers Use Emotional Intelligence to Create Positive Classroom Climate
”, 2011
