Observation Report for Homeroom Teachers
Tumbuh Primary School 4
Category 4 3
Declarative and procedural
activities for the lesson
being delivered, quality of
Delivery and voice, professional behavior,
Presentation respect for the assigned
time, overall presentation is
evident
Exclusive L2, objectives
clearly stated, variety of
Instructional
methods and strategies
Skills
Concise and measurable
purpose/objectives
Clarity and embedded in
organization of content/context; tasks
lesson achievable in specified
timeframe; all parts of the
lesson plan are included
Comprehension checks,
well-established interaction
between teacher-student
Engaging and students-student, all
students modes of communication are
used
One to two of the following
are deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Predominant use of L2,
objectives not embedded in
content, some variety of
methods
Objectives may lack an
essential element; lesson
contains most elements of
lesson plan, but order of
tasks are in question
Comprehension checks are
regular but don’t accurately
engage learning, good
interaction between
teacher-student and
student-student, some
modes of communication are
used
2 1
Three of the following are
deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Use of L2 not sustained,
objectives do not clearly
reflect the lesson, lack of
variety of methods and
approaches
Objectives lack several
elements; lesson was not
well organized to ensure
maximum learning
Comprehension checks too
few or are not effectively
used; interaction and modes
of communication are
lacking
Name of teacher: Suharni
Four or more of the
following are deficient:
declarative and procedural
activities for the lesson
being delivered, quality of
voice, professional behavior,
respect for the assigned
time, overall presentation
Little use of L2, objectives do
not drive the tasks, very few
(or no) variety of
tasks/methods
The lesson in general was
not effective; lacked several
lesson phases
Very few (or no)
comprehension checks, little
to no interaction, no variety
in modes of communication
 Almost no grammatical
errors when delivering the
materials
Language Use
Total score (total points x 5) = (70 of 100)
Some minor grammatical Some significant Delivery of the materials
errors during the delivery of grammatical errors which cannot be followed because
the materials, but they do affect the comprehension of the amount of grammatical
not affect the the information at the level errors
comprehension of the of sentences; but not the
information whole information
Adapted with some changes from ​https://www.rcampus.com/rubricprinteditc.cfm?mode=1

Comments: Miss Harni shows her great effort in teaching her students in English. She tries to engage the students by building a good
communication with them. Yet, she needs to improve her skill in giving clear instructions in English. Her instructional sentences need to be
improved since they have to meet the grammar convention. Her lack of vocabularies and ability in constructing sentences also need to be
improved in order to ensure clarity. She creates a good warm up activity by playing a video and later asks the students to sing and dance
together. Unfortunately, she has difficulties in giving clear instructions to the students which made them confused for a little while. It seems
that she doesn’t prepare the lesson quite well. The “Push and Pull” activity has taken more time than it should be as a “warm up activity”. The
class even becomes quite tense when the special needs kids have difficulties in adjusting themselves with the activity. Therefore, miss Harni
needs to find other activities which can be more applicable in her classroom, in which everybody can participate well and give their
contribution in the classroom. The classroom needs to be more relaxed and fun since there are many types of the students that need to be
concerned. Though miss Harni deals with different kinds of students in the classroom, the objectives still need to be conveyed either in the
beginning or in the end of the lesson. Later, she also needs to check her students’ understanding related to the lesson given. Unfortunately,
both of them are skipped due to the limited time. A good preparation and time management will surely help her a lot in teaching her students
well in the future. Keep growing together with your students, miss Harni:)

Best Regards,

Tri Ratna Kurniasari, M.Hum.

 Observation Report for Homeroom Teachers
Category 4 3
Declarative and procedural
activities for the lesson
being delivered, quality of
Delivery and voice, professional behavior,
Presentation respect for the assigned
time, overall presentation is
evident
Exclusive L2, objectives
clearly stated, variety of
Instructional
methods and strategies
Skills
Concise and measurable
purpose/objectives
Clarity and embedded in
organization of content/context; tasks
lesson achievable in specified
timeframe; all parts of the
lesson plan are included
Comprehension checks,
well-established interaction
between teacher-student
Engaging and students-student, all
students modes of communication are
used
Tumbuh Primary School 4
One to two of the following
are deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Predominant use of L2,
objectives not embedded in
content, some variety of
methods
Objectives may lack an
essential element; lesson
contains most elements of
lesson plan, but order of
tasks are in question
Comprehension checks are
regular but don’t accurately
engage learning, good
interaction between
teacher-student and
student-student, some
modes of communication are
used
Name of teacher: Ema Srinina Barus
2 1
Three of the following are
deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Use of L2 not sustained,
objectives do not clearly
reflect the lesson, lack of
variety of methods and
approaches
Objectives lack several
elements; lesson was not
well organized to ensure
maximum learning
Comprehension checks too
few or are not effectively
used; interaction and modes
of communication are
lacking
Four or more of the
following are deficient:
declarative and procedural
activities for the lesson
being delivered, quality of
voice, professional behavior,
respect for the assigned
time, overall presentation
Little use of L2, objectives do
not drive the tasks, very few
(or no) variety of
tasks/methods
The lesson in general was
not effective; lacked several
lesson phases
Very few (or no)
comprehension checks, little
to no interaction, no variety
in modes of communication
 Almost no grammatical
errors when delivering the
materials
Language Use
Total score (total points x 5) = (95 of 100)
Some minor grammatical Some significant Delivery of the materials
errors during the delivery of grammatical errors which cannot be followed because
the materials, but they do affect the comprehension of the amount of grammatical
not affect the the information at the level errors
comprehension of the of sentences; but not the
information whole information
Adapted with some changes from ​https://www.rcampus.com/rubricprinteditc.cfm?mode=1

Comments: Miss Ema opens the class well. She introduces me at first, so the students will feel comfortable with my presence in their
classroom. She asks the students to sit on the floor and sings a song to ask them to stay focused. The students love the song and they sing
together with miss Ema. It is a good strategy to engage their attention during the lesson:) She later draws a picture of a gift and asks the
students to guess what it is and what inside it. The students are very excited in joining the activity. Miss Ema is able to give clear and simple
instructions which are easy to be followed by her students. Later, she plays the video about gift and then having an interesting discussion
with the students about the video. Miss Ema later explains the difference between “To” and “From” to her students clearly by using their own
classmates as the examples. Though there are some kids with special needs , it seems that Miss Ema can handle class quite well. Thanks to the
assistance of her partner, miss Endah. Both of them can create a good collaboration together in the classroom. The time has been managed
well just like the classroom.The objectives are stated in the end of the lesson while Miss Ema checks their understanding by giving them a
task to do. The class is fun and it seems everyone enjoys it. One thing that needs to be improved is miss Ema’s pronunciation in order to avoid
the students’ confusion in the future. Keep up your good work, miss Ema:)

Best Regards,

Tri Ratna Kurniasari, M.Hum.

 Observation Report for Homeroom Teachers
Category 4 3
Declarative and procedural
activities for the lesson
being delivered, quality of
Delivery and voice, professional behavior,
Presentation respect for the assigned
time, overall presentation is
evident
Exclusive L2, objectives
clearly stated, variety of
Instructional
methods and strategies
Skills
Concise and measurable
purpose/objectives
Clarity and embedded in
organization of content/context; tasks
lesson achievable in specified
timeframe; all parts of the
lesson plan are included
Comprehension checks,
well-established interaction
between teacher-student
Engaging and students-student, all
students modes of communication are
used
Tumbuh Primary School 4
One to two of the following
are deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Predominant use of L2,
objectives not embedded in
content, some variety of
methods
Objectives may lack an
essential element; lesson
contains most elements of
lesson plan, but order of
tasks are in question
Comprehension checks are
regular but don’t accurately
engage learning, good
interaction between
teacher-student and
student-student, some
modes of communication are
used
2 1
Three of the following are
deficient: declarative and
procedural activities for the
lesson being delivered,
quality of voice, professional
behavior, respect for the
assigned time, overall
presentation
Use of L2 not sustained,
objectives do not clearly
reflect the lesson, lack of
variety of methods and
approaches
Objectives lack several
elements; lesson was not
well organized to ensure
maximum learning
Comprehension checks too
few or are not effectively
used; interaction and modes
of communication are
lacking
Name of teacher: Khristina A.
Four or more of the
following are deficient:
declarative and procedural
activities for the lesson
being delivered, quality of
voice, professional behavior,
respect for the assigned
time, overall presentation
Little use of L2, objectives do
not drive the tasks, very few
(or no) variety of
tasks/methods
The lesson in general was
not effective; lacked several
lesson phases
Very few (or no)
comprehension checks, little
to no interaction, no variety
in modes of communication
 Almost no grammatical
errors when delivering the
materials
Language Use
Total score (total points x 5) = (100 of 100)
Some minor grammatical Some significant Delivery of the materials
errors during the delivery of grammatical errors which cannot be followed because
the materials, but they do affect the comprehension of the amount of grammatical
not affect the the information at the level errors
comprehension of the of sentences; but not the
information whole information
Adapted with some changes from ​https://www.rcampus.com/rubricprinteditc.cfm?mode=1

Comments: Bu Khristin starts the class with a fun game about age. The students have to ask their friend with the phrase “ How old are you?”
and their friend has to answer it based on their real age. It is an interesting game and it seems the students really enjoy it because they have
to compete in groups. Later, bu Khristin starts the lesson about “Days in A Week”. She mentions the objectives in the beginning of the lesson
and have a short review about days in a week. She asks them to mention the days and sing with them. The students are very excited in singing
the song. After that, Bu Khristin explains about the difference between before vs after and yesterday vs tomorrow. Later, she checks their
understanding by giving them trivia quiz about it. Bu Khristin praises her students every time they give contribution in the classroom. When
the students give inaccurate answer, bu Khristin will remind and guide them until they find the answer by their own. She is able to give great
responses to her students in the classroom, especially to those with the special needs. Besides, she is able to manage her classroom well and
use the time effectively. She is able to give a simple, short n clear instructions to her students. The students have no difficulties in following
her instructions in the classroom, as the result the lesson runs smoothly and fun at the same time. Well-done, bu Khristin:)

Best Regards,

Tri Ratna Kurniasari, M.Hum.