ANALYZING TEACHER’S BOARD MANAGEMENT AT 10 th GRADE SMAN 4 SIDOARJO ACADEMIC YEAR 2014/2015.

ACADEMIC YEAR 2014 / 2015

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Mochamad Isnendy Aziz

NIM D75210045

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

M.Pd.

Kata Kunci: papan, manajemen papan tulis, opini

This thesis focuses on the analysis of teacher’s board management at SMAN 4 Sidoarjo. As the development of technological tools in education, the use of the board is declining. Teachers prefer to use power point or another high technology in teaching rather than using board. Now, board is one teaching tool that gets little thought. Based on the statements described above, the researcher wants to investigate

the teaching classroom issue that is teacher’s board management. Board management is an integral part of efficient classroom management. It is the way that teacher manages the board in class effectively and efficiently. This study has benefit to give awareness for teacher that board can be a better teaching tool. The research design is mixed method research. To analyze the data, the researcher used observation checklist and field note to know the teacher’s board management, used questionnaire and interview to find the opinion about board. The result of this research shows that the teacher only did 3 of 16 points from observation checklist. He usually does starting each day with a clean board, using handwriting and sentence case, and varying eye contact between board and student. And the opinion about board, most of students considered board could be still more useful teaching tool with its all potential benefit. They think that teachers should not sacrifice the board when the class supports high technology and hope the teacher can more explore the board use. But on the contrary, the teacher think board is used as necessary. Board is unsuitable and too old-fashioned for students nowadays. According to the result of the research findings and discussion, the writer concludes that the teacher barely touched and managed the board and teacher must remember that board can be a better teaching tool.

M.Pd.

Kata Kunci: papan, manajemen papan tulis, opini

Tesis ini berfokus pada analisis manajemen dewan guru di SMAN 4 Sidoarjo. Sebagaimana perkembanan alat-alat teknologi di bidang pendidikan, penggunaan papan menjadi menurun. Guru lebih memilih untuk menggunakan power point atau teknologi tinggi lain dalam mengajar daripada menggunakan papan. Sekarang, papan merupakan salah satu alat pengajaran yang mendapat sedikit perhatian. Berdasarkan laporan yang dijelaskan di atas, peneliti ingin menyelidiki masalah yang ada di dalam kelas yaitu manajemen papan tulis. Manajemen papan tulis merupakan bagian integral dari manajemen kelas yang efisien. Ini adalah cara guru mengelola guru di kelas secara efektif dan efisien. Penelitian ini mempunyai manfaat memberikan kesadaran bagi guru bahwa papan dapat menjadi alat pengajaran yang lebih baik. Desain penelitian ini adalah menggunakan metode penelitian campuran. Untuk menganalisis data, peneliti menggunakan checklist observasi dan catatan lapangan untuk mengetahui manajemen papan tulis guru. sedangkan penggunaan kuesioner dan wawancara untuk mencari pendapat atau opini tentang penggunaan papan. Hasil penelitian ini menunjukkan bahwa guru hanya melakukan 3 dari 16 poin dari daftar pengamatan. Beliau biasanya memulai setiap hari dengan papan bersih, menggunakan tulisan tangan dan kasus kalimat, dan berbagai kontak mata antara papan dan siswanya. Dan mengenai pendapat tentang penggunaan papan, sebagian besar siswa menganggap papan bisa masih menjadi alat pengajaran yang lebih berguna dengan segenap potensi yang dimilikinya. Mereka berpikir bahwa guru tidak harus mengorbankan papan ketika kelas didukung dengan teknologi canggih dan kebanyakan dari mereka berharap bahwa guru dapat lebih mengeksplorasi penggunaan papan. Namun sebaliknya, guru berpikir papan digunakan seperlunya. papan tidak cocok dan terlalu kuno untuk siswa saat ini. Menurut hasil temuan penelitian dan pembahasan, penulis menyimpulkan bahwa beliau hampir tidak menyentuh dan mengelola papan dan seorang guru harus selalu mengingat bahwa papan bisa menjadi alat pengajaran yang lebih baik.

ADVISORS APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENTS ... x

LIST OF TABLE ... xii

LIST OF FIGURE ... xiii

LIST OF CHART ... xiv

LIST OF APPENDICES ... xv

CHAPTER I: INTRODUCTION A. Background of The Study ... 1

B. Statement of The Research Problems ... 6

C. Objectives of The study ... 6

D. Significance of The Study ... 6

E. Scope And Limits of The Study ... 8

F. Definition of Key Terms ... 8

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Foundation ... 10

1. Definition of Board Management ... 10

b. Techniques: Students Using the board ... 22

B. Previous Studies ... 25

CHAPTER III: RESEARCH METHOD A. Research Design ... 27

B. Research Presence ... 27

C. Research Subject ... 28

D. Research Location ... 28

E. Data Collection Technique... 29

F. Data Analysis Technique ... 31

G. Research Stages ... 34

CHAPTER IV: FINDINGS AND DISCUSSION A. Research Findings ... 36

1. Teacher’s board management that is usually done by the teacher ... 36

a. First meeting ... 36

b. Second Meeting ... 42

c. Third Meeting ... 49

d. Fourth Meeting ... 55

2. The Teacher’s and the Students’ Opinion about the Use of Board... 64

B. Discussion ... 69

1. Teacher’s board management that usually done by the teacher ... 69

2. The Teacher’s and the Students’ Opinion about the Use of Board ... 74

CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ... 79

B. Suggestions ... 81 BIBLIOGRAPHY

3.1 Table identification of data collection Technique ... 31

4.1.1 Learning Activity and Board Activity... 36

4.2.1 Observation Checklist of Teacher’s Board Management ... 40

4.1.2 Learning Activity and Board Activity... 42

4.2.2 Observation Checklist of Teacher’s Board Management ... 47

4.1.3 Learning Activity and Board Activity... 49

4.2.3 Observation Checklist of Teacher’s Board Management ... 53

4.1.4 Learning Activity and Board Activity ... 55

4.1 Students opinion about the need of board ... 61

4.2 Students opinion about the expectation of using board ... 62

4.3 Students opinion about the expectation of using board ... 63

4.4 Students opinion about the problem of board ... 63

4.5 Students opinion about the benefit of using board ... 64

4.6 Students opinion about the benefit of using board ... 65

4.7 Students opinion about the benefit of using board ... 65

1. Transcript of interview 2. Surat Izin Penelitian 3. Surat Tugas

Background of study in this proposal will be sat up in this chapter. It will clarify the reason why the researcher attempts to have the study. In this chapter, the researcher also will explain the significant of the study to inform the advantages of the study.

A. Background of the Study

The rapid development of technology is very influential in education. Developments in technology encourage both teacher and student in the use of technology in the learning process to improve the quality of education. Along with the changes in the curriculum, the information communication teacher (ICT) teachers feel upset because of eliminated ICT subjects in the curriculum in 2013. However, the government argues that the subject of ICT could not be maintained, thus, the solution is ICT subject be integrated with another subject.1 In other words, the government requires using ICT into classroom teaching. The use of ICT in general aims is to connect students with the knowledge and information network. As far as known, many of state of senior high schools in Sidoarjo such as SMAN 1 Sidoarjo, SMAN 1 Taman, SMAN 1 Krian, and SMAN 3 Sidoarjo, SMKN 1 Sidoarjo, SMKN 2 Buduran Sidoarjo, and MAN Sidoarjo now already have overhead projectors in each classroom for teachers and students to support ICT – based teaching and learning.

1

Dr. H. Suwatno, M.Pd., “Kurikulum 2013 Diberlakukan, Guru TIK Galau” Kabar UPI, (http://berita.upi.edu, accessed on May 9, 2014)

The application of ICT is not only can shift the ICT subject in school but also traditional media use, board. There is a research from Ebner and Walter from Graz University of Technology, Austria with the title “Has the end of chalkboard come? A survey about the limits of Interactive Pen Displays in Higher

Education.” And the result that students prefer the Sympodium™ pen display

opposite to chalkboard and the teacher liked to use it and that there is a high benefit for his teaching process in the end.2 According to Doig and Groves, a surprising aspect of Japanese classrooms is the lack of modern equipment, such as over-head projectors, computers, and electronic white-boards while schools in countries such as Australia are adopting the use of these technological products at a great rate, but the countries that manufacture them, China and Japan, appear to eschew them.3 In Japan, the blackboard is used extensively in lessons.4 Even though the result from the first previous study from Ebner and Walter shows that most student do not like chalkboard, but remember that the board has been so omnipresent through our childhoods and working lives that we almost forget that it may be possible to get better at using it.5

Another research from the College of Physicians and Surgeons Pakistan with

the title “Comparison of the Impact of PowerPoint and Chalkboard in Undergraduate Medical Teaching: An Evidence Based Study” shows that both the

2

Martin Ebner and Walther Nagler,"Has the end of chalkboard come? A survey about the limits of Interactive Pen Displays in Higher Education". 2008

3

Brian Doig and Susie Groves,” Japanese Lesson Study: Teacher Professional Development

through Communities of Inquiry.” Deakin University. Vol. 13 No. 1, 2011 4

Brian Doig and Susie Groves,” Japanese Lesson Study: Teacher Professional Development

through Communities of Inquiry.” Deakin University. Vol. 13 No. 1, 2011 5

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 251

tools of teaching (PowerPoint or chalkboard) have some strengths and limitations. Therefore, integrated (PowerPoint and chalkboard) method of teaching is more suitable tool of teaching and learning at undergraduate medical schools than PowerPoint or chalkboard alone.6 It means that although the classroom has high technology facilities, teacher should not sacrifice the board. The difference this study with those previous study is this study concern the use of board. As the development of technological tools in education, the use of the board is declining. Teachers prefer to use power point and forget the board. From those previous above, the researcher ensures that this research is important to do, so that teachers can be more aware with this media.

Now the problem is clear, board as media of teaching and learning is still not utilized optimally. The utilization just completes the needs of teachers to write and it is not on the principle of creating interactive teaching. Some teachers may use board to get a break, take a breath and briefly avoid the need to interact with students. The case is in the teachers, because they are the pivot of the classroom.

Actually, a classroom can still thrive when stripped down to the basics -- chalk and a chalkboard. There are many benefits when we use the board though its presence is now displaced by the presence of technology in education such as a slide-show presentation. Furthermore, in Using the Board in the Language Classroom, Dobbs writes:

6

Sultan Ayoub Meo, Shaikh Shahabuddin, Abeer A. Al Masri, Shaikh Mujeeb Ahmed, Mansoor Aqil, Muhammad Akmal Anwer and Abdul Majeed Al-Drees,” Comparison of the Impact of

PowerPoint and Chalkboard in Undergraduate Medical Teaching: An Evidence Based Study”.

“Teachers can use the board to record messages they especially want their students to remember, to present new information, and to record what students say. When the teacher writes on the board, the learning of students is strengthened by visual stimuli benefit. When students write on the board, students whose learning is strengthened by hands-on, kinesthetic also experience its benefit. By

facilitating the students‟ use of the board, teachers increase their share of classroom discourse or “air” time and create multiple opportunities for them to

interact with their peers as well as with teachers.7 Hence, using chalkboards in teaching improves teaching effectiveness, classroom management and student

academic success.”8

By looking at the board‟s advantages that mentioned above, therefore how

teacher manage board is very important to obtain the advantage of this media. Even teachers who have access to the explore teacher use, the board can be used to help them manage their classrooms and help teacher teaching and the board can help their students learn by giving them opportunities to generate language, more interaction with their classmates and with teachers, and more responsibility for their own learning process.9 Writing on the board offers many benefits such as; when teachers are writing and not just talking, the visual element stimulates

students‟ interest in what they hear, visual elements help students understand and

remember the new information from teacher, when students write at the board, their learning experience becomes self-centered and active, and when groups of students write at the board, they feel challenged by their peers and they shae with them and they learn from them10 Considering that, teacher should optimize or

7

Jeannine Dobbs. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 2-3

8

Ashley Brown, "The advantage of using chalkboards in Teaching" Smart Living Lifestyle eHow, (www.ehow.com, accessed on May 9, 2014)

9

Dobbs, Jeannine. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 3

10

Dobbs, Jeannine. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 10

manage the board well and do not forget that this media because board could be better.

This research will be conducted in SMAN 4 Sidoarjo which is known by the upholding traditional value because only at this school in Sidoarjo who gives batik lesson to the students.11 The media of teaching that the teacher uses still traditional also that is board as the main media there. Whereas this school has applied curriculum 2013 and it should be integrated with the use of ICT in teaching and learning. Moreover, SMAN 4 Sidoarjo is considered one of the popular state senior high schools in Sidoarjo. The high-tech tools such us overhead projectors are still not available in each classroom as the teachers there should bring it into the class from the office. With this condition, the teachers more use the board. Because bringing projector every day makes the teachers tired and wasting time.

So based on the statements above, this research will be conducted to know how with the lack of high technology, the teacher has been applying and managing the board whether they really exploit or ignore it. This research will take English teacher as the subject because there are many activities that both teacher and students can do at the board actually. By this research, it will give awareness for the teacher and another teacher that the board can be better if the teacher knows how to use it. Indonesian teacher should be able to imitate Japan, without advanced equipment in classroom and still use the chalkboard, but the

11

Harian kompas.” Sssttt...SMA 4 Sidoarjo Berikan Mata Pelajaran

education is advanced. And it will start in SMAN 4 Sidoarjo, the school which upholds traditional value.

B. Research Questions

Based on the statements described above, the researcher wants to investigate the teaching classroom issue. The research questions could be formulated as follows:

1. How does the English teacher manage the board in English learning class at 10th grade at SMAN 4 Sidoarjo?

2. What are the students‟ and teacher opinion about the board as media of teaching English?

C. Objectives of the Study

Based on the statements described previously, the researcher has formulated the major objectives of this study to analyze the matters in term of board.

1. To know how the board management applied in teaching English for the 10th grade at SMAN 4 Sidoarjo.

2. To describe the point of view of the students and the teacher about the board as media in the curriculum 2013

D. Significances of the Study

This research is conducted to know the teacher‟s board management in

teaching EFL for the 10th grade at SMAN 4 Sidoarjo and to reveal the opinion about the board as the media of teaching and learning in curriculum 2013.

Moreover, the purpose of this research is not only bringing benefit for teachers but also for the researchers. The following are the significance of the study:

1. For teachers

It is expected give awareness for the teachers of the school especially for the English teachers. The board as a simple media can be better if teachers can optimize it. Teachers should not forget this teaching tool. The benefit is not only for the teacher who is the subject the research but also the researcher as it is expected that the subjects share to other teachers so the board can be more effective to be media of teaching and learning. The researcher hopes teacher can take a look the media and be creative to optimize board.

2. For researcher

The result of this research will give benefits to the researcher. The researcher will be more aware about this simple media in the class which is board. The researcher will always remember that even in a class has access to the high-tech tools, board should not be forgotten because it can be a valuable teaching tool. So, the researcher can improve teaching ability to get better at using the board.

3. The next researcher

This study is useful for other researcher as reference to conduct research corresponding to similar problem, like the use of smart board in English language teaching.

E. Scope and Limit of the Study

This research will focus on classroom management. As the measurement, it will be limited on using the board in classroom because this is an integral part of efficient classroom management.

F. Definition of Key Terms

To avoid misunderstanding in the way of understand the study, the writer needs to give definition of terms that are often found in the study, such as:

1. Board Management

This is an integral part of efficient classroom management. Scrivener defines that classroom management is the way that teacher

manages students‟ learning by organizing and controlling in the classroom.12 For this, the researcher concludes that board management is the way that teacher manages the board in class effectively and efficiently

2. Opinion

Opinion is a judgment about someone or something.13 In this research, opinion is about students‟ and teacher‟s thought about the use of board nowadays.

12

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 1

13

Citation [Def.3]. In Cambridge Dictionaries Online, Retrieved May 9, 2014, from http://dictionary.cambridge.org/

3. SMAN 4 Sidoarjo

One of the state senior high schools in Sidoarjo. SMAN 4 Sidoarjo is located in Jalan Raya Suko. This school is commonly known and abbreviated as SMANIVDA.

The literature in this chapter gives a brief explanation about some theories that will support this research. It deals with the theories related to the teacher‟s board management .

A. Theoretical Foundation

1. Definition of Board Management

Board management comes from two words; board and

management. Board is a thin flat piece of cut wood or other hard material used for a particular purpose.1 In educational purpose, this thing is a

media for teaching. In today‟s classrooms, we find it in white, black or green color. The white usually require dry ink markers and the others use chalk. According Jim Scrivener, the board (whether black, white or green) is the crucial teaching tool.2 It means that board is a very important in classroom. Teacher usually uses this thing to transfer information or knowledge to student. Whereas management isthe control and organization of something.3 Board management is an integral part of efficient classroom management. Scrivener defines that classroom

management is the way that teacher manages students‟ learning by

1

Citation [Def.1]. In Cambridge Dictionaries Online, Retrieved May 9, 2014, from http://dictionary.cambridge.org/

2

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 251

3

Citation [Def.1]. In Cambridge Dictionaries Online, Retrieved May 9, 2014, from http://dictionary.cambridge.org/

organizing and controlling in the classroom.4 For this, the researcher concludes that board management is the way that teacher manages the board in class.

2. Main Types of Board

The board is another standard piece of equipment that teachers may feel they know all about but, again, different products abound they are5 a. Flannel boards that be sticked towelling or felt shapes to

b. Black and green boards nailed to walls, sitting on easels or in wooden frames, on which you can be written in chalk

c. Whiteboards (also on walls or easels) of all sizes from scarcely bigger than a poster to those covering an entire wall or constituting a metre high frieze around the middle of a room.

d. Whiteboards that print out whatever has been written on them. e. Magnetized boards that you can stick things to using small specially

manufactured magnets. 3. The Advantage of Using Board

a. For the teacher

For teachers, board can help teachers manage classroom, can be a valuable teaching tool, and can be a way to record student input.6 The board can help teacher such as writing the message on board as well as

4

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 251

5

Tessa Woodward. Planning lessons and courses: designing sequences of work for the language classroom. Cambridge: Cambridge University Press, 2001. p 135

6

Jeannine Dobbs. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 3

say it so that student can understand more and remembering it. Board is a get-ready-to-learn tool. It can be used whenever teacher wants during the class to support teaching because there are many ways the board can be used. Teacher can use boards for a variety of different purposes, they are:7

1) Note pad

Teachers frequently write things up on the board as these come up during the lesson. They might be words that they want students to remember, phrases which students have not understood or seen before, or topics and phrases which they have elicited from students when trying to build up a composition plan.

2) Explanation aid

Boards can be used for explanation too. We can show where words go in a sentence by indicating the best positions diagrammatically, or we can write up phonemic symbols to show how a word or sound is pronounced. The board is ideal for such uses

3) Picture frame

Boards can be used for drawing pictures of course, the only limitation being our artistic ability. This can be done whenever it

7

Jeremy Harmer. The practice of English language teaching: third edition. London: Longman, 2001. p 138-139

is required because the board is always there, helping students to understand concepts and words.

4) Public workbook

A typical procedure is to write up fill-in sentences or sentence transformation items, for example, and have individual students come up to the board ad write a fill-in item, or a transformed sentence. That way the whole class becomes involved in seeing what the correct version is.

5) Game board

There are a number of games that can be played using the boards as warming up lesson to make fun activities

6) Notice board

Teachers and students can stick things on boards - pictures, posters, announcements, charts, etc

b. For the students

The most versatile piece of teaching equipment is the board whether this is of the more traditional chalk-dust variety or the whiteboard, written on with marker pens.8 For students, writing on the board is a hands-on, learning-by-doing activity. Some students have more confidence in their written rather than oral discourse and find it easier to

participate in written form. At the teacher‟s direction or teacher prompts,

students can use the board for numerous activities. But sometimes

8

Jeremy Harmer. The practice of English language teaching: third edition. London: Longman, 2001. p 138-139

students who have been aware that the board belongs to them as well as to the teacher, they write on it spontaneously. For example, decide to write the answers to a quiz on the board, even though the teacher has not announced that this is the method of checking answers that will be used9. 4. Using the Board Efficiently and Effectively

The researcher takes some a book how to manage the board efficiently and effectively so that it can help teachers manage his / her classroom. According to Jim Scrivener in her book “Classroom

Management Techniques”, some very small changes can make teacher uses of the board much clearer and more effective.10 This means that teachers are expected to pay more attention to the board so that this simple media can be more valuable. In the book, these techniques below can make the board more effective:

a. Techniques: Using the board: 1) Divide the board into sections

At the start of the lesson, draw dividing lines to create distinct sections on the board because it will make easier to access and easier to keep organized.

9

Jeannine Dobbs. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 7-9

10

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 251-254

2) Plan your board use

Before the lesson, make a sketch plan of the board usage by drawing rectangle, divide it up into sections and number them to make a list of exactly what will go in each board section.

3) Use handwriting and sentence case

Avoid writing everything in separated block capital letters and try to use cursive handwriting with normal usage of big and small letters because it helps train students to read handwriting in the real world.

4) Check out the clarity after writing

The thickness of the pen/chalk can make some letters hard to read as the lines merge into each other and it is also surprisingly easy to find teacher‟s writing at a slant, with all sentences rising to the sky or sinking to the floor because writing with chalk or a board pen on a vertical board is very different from normal handwriting. So, go to the back of the class, check out when there are no learners present and take a good critical look at what you have done.

5) Use graphic organizers to help structure text

Use graphic organizers such as tables, flow charts, bullet points, mind maps, diagrams and so on to help give a shape and structure to text because it makes it easier to see, read and copy.

6) Use colour to a purpose

Some whiteboard pen colours, such as black or blue are suitable to write all key items rather than green or red because it can be tiring or difficult to read from the back of the room or in poor lighting conditions but teacher can use red and green for specific purposes such as underlining, adding phonemic transcription or highlighting some problem letters when spelling a word. Colours are useful for helping to structure the board such as drawing initial section dividers, drawing boxes round important elements, shaping tables, drawing lines and arrows to connect things on different parts of the board, and also colours are great illustrations.

7) Stand back to check

When teacher has written something, he or she should make sure to take some time to stand back and quietly read it through again to check and try to see it what he or she has actually put up, rather than his or her memory because quite often the writing has simple errors (spelling, missing words), or sometimes there is a glaring piece of incoherence, such as missing out an entire line that intended to write.

8) Review post-lesson

At the end of a lesson, get out phone and take a picture of the whole board and then have a look at it later on and see how readable it is.

9) Ask learners before erasing

When a teacher needs space to write a new content on board, don't erase the last writing on the board quickly but make sure that students who need to have finished reading, copying or whatever.

10) Use the board creatively

Don‟t just write everything up, get students to copy, put up the boring stuff. Teacher can use the board creatively like using Blu-Tack to put up pictures, students‟ work, notices, flowers and other objects.

There is also technique writing „game-show‟ style. This technique gets its name from the fact that the position is reminiscent of a TV game-show hostess facing the audience and smiling at them while pointing out winning numbers or letters on a game board behind his / her.11

1) Stand facing the class to the left or right of the board, with your back to the board at an angle of about 45 degrees.

11

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 253-254

2) Keeping body at the same angle, teacher can now turn his / her head to the board and either reach out to write with the arm closest to the board or bend the furthest arm across his / her body to write on the board

3) Where teacher is writing, and students in the class, teacher can vary eye contact between the board and students. Teacher can turn his / her head a little to look at the board, and write a few words, then turn back, and shift eye contact to talk with students, ask a question, then shift the attention back to the board and so on.

In Using the Board in the Language Classroom, Jeannine Dobbs gives reminders, tips, and suggestions that may help teacher uses the board more effectively and more efficiently. The reminders, tips, and suggestions are:12

1) Getting started

a) Each day with a board that has been washed or erased. b) As teachers make the lesson plan, decide whether it will be

written on the board and when it will be done.

c) Teachers may want to have students use a specific color for their writing; this makes it possible for teacher to do their editing and correcting in another color.

12

Jeannine Dobbs. Using the Board in the Language Classroom. Cambridge: Cambridge University Press, 2001. p 12-22

d) If students are learning roman alphabet or just beginning to learn to write in English, teacher might have permanent lines painted on part of their board space to facilitate this activity.

2) Layout

a) Feel free to think of your board as any kind of visual space want it to be.

b) Check occasionally that writing can be read by students who sit farthest from it.

c) If teacher are right-handed, teacher might use the upper-right-hand corner of the board, so that, as teacher continues

to write, your body will not block your students‟ view, and

they can refer to this space at will.

d) When recording the answers and comments students make in response to discussion questions, teacher may wish to write them randomly – thus nonjudgementally – all over the board as they occur.

e) To help focus students on a board activity or task, write a caption, a title, or a question at the top of the board as teacher begin.

3) Illustrations

Sometimes the best way to make instructions come alive or to provide a practice activity for students to do at the board is to draw illustrations.

4) Ensuring students‟ success at the board

a) Before teacher ask students to write on the board, check their access to it. Whenever teacher can, move any inhibits

student‟s access to the board

b) When teacher introduces a board activity to a class, teacher can do a number of things that will help to ensure that the students will come to appreciate and enjoy the experience. Turn taking can be handled in a number of ways.

c) Students writing at the board often benefit from working in pairs.

d) Most students enjoy board activities, and these activities have many beneficial features; but like everything else, they can be overdone. Be careful not to kill students‟ enjoyment by overusing them

5) Correction and evaluation

Where correction is concerned, consider that before students write at the board, you must decide how much correction of their writing is enough and how much it too much. Preselecting good student writing to be displayed on the board is

one way to minimize the amount of correction that will need to be done on board work. But teacher may not always want to take the time to correct everything. When time is limited or many errors have been made and teacher is unable to correct everything, decide on priorities. If the board is filled with student writing and teacher is utterly without time to elicit corrections from students or to make corrections, remember the eraser. For the evaluation, a great deal of teacher talk is concerned with making value judgments. Teacher need to encourage our students when their response is correct or their work is good.

6) Miscellaneous tips

a) Teachers can do board writing before class begins or during a scheduled break if they can.

b) Except when students are acting as scribes for the class when who wrote what is not important, students writing on the board, individually or in pairs, should sign their names or, to save space, their initials to their work.

c) Writing on a chalkboard is not without problems. Chalk creates dust, it wears away quickly, and when mishandled, it – as well as fingernails – can produce some almost unbearable sounds. To help avoid unwanted chalk noise, use soft chalk; and once the end of a new piece of chalk has

taken a rounded shape, break the chalk and write with the sharp edge.

d) The whiteboard does not lack drawbacks either. Be sure to use dry erase markers made especially for whiteboards and not regular, permanent markers, or it will have to clean with a solvent.

e) No matter how attentive students are, teacher will not want to turn back to them for long periods of time. Stand with

body at a right angle to the board as much as possible. (It‟s

something like keeping a car on the road while looking out the side window). If teachers are speaking to their class while writing or drawing, teacher can naturally increase the volume of voice; but if the writing takes more than a minute or two, teacher might want to alternate writing and speaking f) When teacher complete a board activity and start a new one, erase the entire board, not just enough for teacher immediate needs. Board leftovers can be very confusing to students.

g) Erase board at the end of the classroom. b. Techniques: Students using the board

In most schools, the board has remained essentially the teacher‟s

learners to become far more active users of the board.13 Teacher can try some of these techniques.

1) With younger learners, appoint students to set up the board at the start of each lesson, making divisions into sections, writing up the date, copying headings or information from your note. 2) When teacher needs an illustration, invite a volunteer to do it. 3) When teacher has some simple text to write up from a book or

document, invite student to do this.

4) When students do a group task on paper (e.g. design a poster about a topic) get one or two of the groups to come up and use one half of the board as their paper.

5) When students do a task (individually or in groups), monitor and ask some or all of them to write their text on the board when they have finished.

6) Write exercises on the board, and get students to come up and add the answers.

7) Teach interactively, getting students to come up frequently to add information, complete timelines, point out things in pictures and so on.

8) When teacher play a game on the board, ask students to do any writing up or score keeping.

13

Jim Scrivener. Classroom Management techniques. Cambridge: Cambridge University Press, 2012. p 255

9) Make the vocabulary column a student responsibility to maintain. For example, when there seem to be some useful words, ask students to select the most useful ones to write up n the column and he word column can grow though the lesson, even when the rest of the board is cleaned.

10) Leave a column on the side of the board for students to add their comments, questions, and thoughts and encourage them to add things at different stages of the lesson.

11) When students prepare a report of presentation, encourage them to plan board use into what they do.

12) Completely hand over part of teaching to the class. For example, if teacher has to teach 16 words in a word set, ask different groups to each prepare to teach the meaning of two of the words or phrases and when they are ready, invite each group in turn to do their teaching up front, using the board as appropriate.

13) With smaller classes, establish an environment in which everyone feels able to use the board at any point in the lesson – for working on, for putting up thoughts and so on.

14) Try an experiment in which make the board a place that only learners use.

B. Previous Studies

The similar case is found as the previous study. This is also related with the board as media.

The first research which comes from Basmah Issa Ahmad Al-Saleem, PhD from The World Islamic Sciences and Education University with the title "The

interactive Whiteboard in English as a Foreign Language (EFL) Classroom)”. The

result of the research is the Interactive WhiteBoard in the foreign language classroom has led to an impression that the Interactive WhiteBoard is a very innovative and powerful support for language acquisition. It provides a bridge that allows using the features of computers without breaking communication – it even supports it. And it may enhance new kinds of learning processes, for instance when working with two windows.14 Interactive White Board itself is a touch-sensitive screen that works in conjunction with a computer and a projector but the price of this tool is expensive.

One may conclude from our survey study that slides are not efficient learning tool when used for textual presentation of course materials. ICT tools should be used carefully to improve the learning process by explaining and exploring the text. More specifically, it should be used when it is necessary to show mainly computer simulation, computer animation, or computer graphics. Otherwise, it will transform the class to lethargic and non-interactive environment from one

14

Basmah Issa Ahmad Al-Saleem, PhD, "The interactive Whiteboard in English as a Foreign Language (EFL) Classroom)”. European Scientific Journal. Vol. 8 No.3, February, 2012

side and attain surface learning in the stand-alone study.15 Successful learning system does not depend on how teachers use the advanced tools, but it comes from the creativity of the teacher.

There is a research from Martin Ebner and Walter Nagler from Graz

University of Technology, Austria with the title “Has the end of chalkboard

come? A survey about the limits of Interactive Pen Displays in Higher

Education.” In the end it can be concluded that the first attempt to use an

interactive Pen Display in a big lecture room lead to a very positive effect for the daily teaching process. Students as well as the teacher marked it as a “very useful” add-on. However from a research point of view it can be summarized that it was possible to combine new technologies with traditional teaching methods.16 While the contrary with this research, according to Brian Doig and Susie Groves, Japanese observers frequently take photographs of the blackboard, as it reveals to

students and teachers alike the progress of the lesson, and the students‟

responses.17

15

Malli Mohammad,” Effectiveness Assessment Study of the Use of ICT Tools in E-Learning

System” European Scientific Journal. Vol. 10 No.7, March, 2014 16

Martin Ebner and Walther Nagler,"Has the end of chalkboard come? A survey about the limits of Interactive Pen Displays in Higher Education". 2008

17 _{Brian Doig and Susie Groves,” Ja}

panese Lesson Study: Teacher Professional Development

This chapter deals with the procedures for conducting the study. It covers the research design, the research subjects, the setting of the study, the data collection technique, and the data analysis technique. Those are required to developed descriptive qualitative study that will be applied in considering the study.

A. Research Design

This study will be applied mixed-method design. Mixed-methods research involves the use of both quantitative and qualitative methods in a single study.1 This method are considered suitable with this research because it provides a more complete understanding of research problems than does the use of either approach alone. This study is intended to know how the teacher manages the board in teaching English for the 10th grade at SMAN 4 Sidoarjo. The data gained from observation in the class by checking observation checklist and taking field note to know how the process teaching and learning using board. In this study, the researcher uses questionnaire and interview to support the data.

B. Research Presence

The presence of the researcher in this study is as non-participant observer. It means that the researcher does not involve or participate in the activity. The researcher came to the class for only observing the teaching and learning process

1

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 557

in classroom. The researcher did not introduce her presence to the students in order that students do not feel disturbed. Therefore, the circumstance between students and the teacher could behave as what they naturally behave in classroom.

C. Research Subject

Based on the title of the research “Analyzing Teacher‟s Board Management At 10th Grade SMAN 4 Sidoarjo Academic Year 2013/2014”, the subject of this research is the English teacher of SMAN 4 Sidoarjo. The subject who teaches in the 10th grade because the 10th grade has applied curriculum 2013. In that curriculum, teacher is demanded integrate the lesson based on ICT so it makes the board is a little forgotten. Even though curriculum 2013 has applied in the 11th grade, it is started in the year 2014. In the 10th grade, the curriculum is started in the year 2013 so that teacher knows well and more prepare about the lesson. In that senior high school, there is only one teacher who responsible in teaching English in the 10th grade students. He is Mr. Nasir Amin. In this research, the researcher also takes the students as the subject to know the opinion about the board recently. The researcher needs 100 students since it is a recommended minimum number of subjects for a descriptive study.2

D. Research Location

The setting of the study is SMAN 4 Sidoarjo. It is located on Suko village, Sidoarjo. Phone : (031)8966365. This research was held at SMAN 4 Sidoarjo on November 2014.

2

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 107

E. Data Collection Technique

In this study, the data are collected by employing the instruments used through:

1. Field notes

To answer the first research question, the researcher uses field notes. In educational research, field notes usually means the detailed notes researchers take in the educational setting (classroom or school) as they observe what is going on or as they interview their informants.3 This means the researchers writes account of what they hear, see, experience, and think in the course. The data was obtained from four meetings. The researcher takes a note in every meeting. The teacher just teaches as usual and the researcher takes a note based on the checklist when the process of learning taken place.

2. Observation

To support the data for answering the first research question, the researcher includes observation. According to Jack Fraenkel, An observation is intended merely to indicate whether a particular behavior is present or absent.4 In this case, the researcher make an observation checklist consists of a list of techniques how to manage the board. The list is from a book by Jim Scrivener, "Classroom Management

3

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 512

4

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 121

techniques", and a book by Jeannine Dobbs, "Using the Board in the Language Classroom".

3. Questionnaire

To answer the second research question, the researcher uses questionnaire. A questionnaire is a means of eliciting the feelings, beliefs, experiences, opinions, or attitudes of some sample of individuals.5 The points of the questionnaire instrument are adopted from the book “Classroom Management Techniques” by Jim Scrivener and

“Using Board in the Language Classroom” by Jeannine Dobbs to answer

the second research question about students‟ opinion about board. The questionnaire will be given to the students and it is given to the students when the process of teaching and learning is finished or in the recess time 4. Interview

And for the interview is used to answer the second research question also. The researcher will use semi-structured interview. Semi-structured interview is verbal questionnaires that consist of a series of questions designed to elicit specific answers from respondents and it is used to obtain information that can later be compared and contrasted.6 In this research, the researcher will interview the teacher. And the question is same with the questionnaire. The interview will be conducted after the

5

James P. Key, “Research Design in Occupational Education” Data Tools, http://www.okstate.edu/ , (accessed on February 11, 2015)

6

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 451

Techniques RQ

teaching and learning process is finished or in the recess time. The process of collecting data is specified in table below:

Table 3.1: Techniques for Collecting Data Based on Research Questions

Field note and observation

Questionnaire and interview

RQ 1 

RQ 2 

F. Data Analysis Technique

To analyze the data, the researcher uses triangulation design. In the triangulation design, the researcher uses both quantitative and qualitative methods to study the same phenomenon to determine if the two converge upon a single understanding of the research problem being investigated.7 In this research, the data will be analyzed separately. Then the convergence or divergence of the results would then be discussed. The process of analyzing data is specified in picture below.

7

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 561

Figure 3.1 The Triangulation Design

Based on the data collection technique, field note and observation checklist are used to answer the first research question whereas questionnaire and interview are used to answer the second research question. The process of analyzing data is described below.

1. Field note

The researcher will analyze the data that was obtained from each four meetings by using descriptive qualitative manner. The researcher attempted to describe the setting, the people, and what they do in the process of teaching and learning.

2. Observation

The researcher will analyze descriptively the data that was obtained from the four meetings based on the techniques in observation checklist, the aspect in the checklist is just how the teacher uses board efficiently and effectively based on the book from Jim scrivener

“Classroom Management Techniques” and “Using Board in the Language Classroom” by Jeannine Dobbs.

combine results and interpret Qualitative study

(equal priority) Quantitative

study (equal priority)

3. Questionnaire

The data will be analyzed descriptively, which calculates the percentage of a given statement. Questionnaire responses are used to measure students‟ opinion about board. Considering that this study is a qualitative research, the Samples should be as large as a researcher can obtain with a reasonable expenditure of time and energy and a recommended minimum number of subjects are 100 for a descriptive study.8 The percentage of student response is calculated by using this formula.

Percentage of student response = ܣ

ܤ x 100%

Description:

A: proportion of the students who choose

B: Number of the students (respondents)

Then, the percentages of students‟ responses are changed in form of chart and descriptive texts in each category.

4. Interview

This study interested in board usage. After obtaining background information about board from the students' questionnaire, the researcher

8

Jack R. Fraenkel; Norman E. Wallen; Hellen H Hyun. How to Design & Evaluate Research in Education 8th edition.( New York: McGraw-Hill, 2011), p 107

interviews the teacher. And the data will be analyzed descriptively. Later, the data will be compared with the students‟ questionnaire result.

G. Research Stages

This research is structurally conducted as following stages:

1. Preliminary Research

In order to clarify the problems linked to this research, the researcher began this study by conducting preliminary research since September 1st – 15th, 2014. This preliminary research gave great

information to the researcher about students‟ the problem of this study. Through this step, the researcher could also ensure and figure out the real phenomenon about board management at SMAN 4 Sidoarjo.

2. Designing Research Proposal and the Research Instrument

In this step, the researcher designed investigation for identifying the teacher‟s board management in form of the observation checklist and

for identifying teacher‟s and students‟ opinion in form of questionnaire and interview. The points of the observation checklist and the questions

of questionnaire are from the book by Jim scrivener “Classroom Management Techniques” and by Jeannine Dobbs “Using Board in the Language Classroom”. Then, in term of getting validity of those instruments, the researcher made validation sheets which were validated by the expert of classroom management.

3. Implementing Investigation

In terms of investigating the teacher‟s board management during class activity, the researcher began to observe the classroom through observation checklist. This observation is done in four days. While done observation, the researcher also used field note of completed observation checklist. Then, on the last day of observation, the researcher gave questionnaire for each students in the class to investigate the opinion about board and interviewed the teacher to support the data.

4. Analyzing data

After obtaining data from some instruments used in this research, the researcher directly analyzed the data in attempt to get the answer of the research questions as stated in data analysis techniques above.

5. Concluding data

In terms of getting the result of the research, the researcher concluded the findings. The conclusion of this study became the final report of this study.

This chapter describes the result of the questionnaire and also the field notes. There are findings and the explanation of the result its discussion. The result answered the research problem of the study, they are; how does the teacher manages the board in English learning class at 10th grade at SMAN 4 Sidoarjo and How are the students‟ and the teacher opinion about the board as media of teaching English.

A. Research Findings

1. Teacher‟s Board Management that is Usually Done by the Teacher As previously stated in the chapter one, this study wants to know how the board management is applied by the teacher. And to know the answer, the researcher uses field notes and observations to get the data. The writer became a nonparticipant observer and the teacher becomes the object who was observed. The findings are described below.

a. First meeting

Table 4.1.1 Learning Activity and Board Activity

No. Stages Learning Activity Board

Activity

Duration (Minutes) 1.

Pre-Activity

- Greeting - Teacher

checked the attendance list

Start a lesson with clean board

- Telling a little joke

- Watching a narrative movie 2.

Mean-Activity

- Teacher asked some questions to build up background knowledge about narrative - Teacher wrote

and explain the generic

structure - teacher asked

the difficult words that were on the video and wrote on the board Using handwriting and sentence case Varying eye contact between the board and students in the class.

30‟

5.

Post-Activity

- Students were asked to write the story based on the video - Teacher closed

the class

The study began on Friday, 14th November 2014. Teacher came to the class X IIS 4. Then he gave greeting to the all 33 students. Students answered the greeting cheerfully. Before the lesson was started, teacher asked the students to clean up everything and make sure the class was clean especially the board. The lesson was started at 10.30 A.M, and that day teacher would give the lesson with the subject narrative.

In the pre activity, teacher took the attendance of the students at the first. After that he told a little joke to break the ice. After the atmosphere is enough to begin the lesson, he walked into his desk, turned on his laptop and the LCD projector. He told to the students that he would play a video related with the subject on that day. He told to the students to write down some difficult words as much as they can on their book and watched carefully. The duration of the video was around 20 minutes.

After watched the video, in the core activity, he told to the students that the video represented one of kind text. Then, the teacher asked his students to guess what the title of the video. All

students‟ answer was correct. It was snow white. Then he asked if that video were written, what would be a kind of text. The class became quiet. Although that subject has been explained before to them in junior high school, he was sure that some of them was a little forget about it. That was why on that day he wanted to remind them

and all of the students must understand about this kind of text. Because this text is commonly appear in national examinations. Then he asked that question to a student by calling randomly. The answer is Narrative. That is correct. He replied orally. Then he asked again to other students with another question about the generic structure of narrative. A few of students did know very well so that the answer was incomplete. Even there was a student did not know what generic structure is. It proved that some of students a little forget about the generic structure. But there are many students can remember it. And they know what orientation, complication, resolution, and re-orientation are. Then, the teacher wrote the generic structure on the board and gave the title Narrative above it. He wrote in normal usage of big and small letters.

After that, teacher asked the difficult words that were in the video. He pointed to some students and asked them to mention the words. Then he wrote on the board some students answer. But he wrote by blocking the view of students. Occasionally he turned to ask more answers. After he wrote it, he gave a feedback by giving the translation and asked them to keep in mind the words.

The rest of the time in the post activity, students were asked to write the story based on the video that had been watched together. They had to give the generic structure also. There were not minimum words to make the story. And they may use their own dictionary to

help them. Even though the story of snow white was already in their workbook, but it was a different story so that students cannot cheat. When the time was almost over, teacher asked students to submit their work. Finished or unfinished, it must be collected. Then he closed the lesson. And he left the class with the board with condition was not erased.

For this meeting, teacher's board management is shown by the table below.

Table 4.2.1

Observation Checklist of Teacher‟s Board Management

No. Teacher‟s Board Management To Be

Observed YES NO

1.

Techniques: Using the board a. Starting each day with a clean

board

V b. Planning the board use (before

the lesson, make a sketch plan of the board usage by drawing rectangle and make a list of exactly what will go in each or as the teacher make a lesson plan, does he decide whether the teacher will write on the board and when he/she will do it.)

V

c. Dividing the board into sections V d. Using handwriting and sentence

case

V

e. Checking out the clarity of your writing

V f. Ensuring students‟ success at the

board

- Sharing the ownership of the board

- checking students‟ access to the board before they write on the board

- Doing a turn taking such as asking for volunteers to begin and then call on the rest, having students who have completed their turns at the board select student to replace them, and assign turn based on where students are sitting or where their names fall in the alphabet.

- announcing that one of the teaching strategies is to have students write at the board and it will begin the activity by selecting some good responses to written there)

g. Using the board creatively V h. Using graphic organizers to help

structure text

V

i. Using color to purpose V

j. Drawing illustration V

k. Standing back to check V

l. Reviewing post-lesson V

m. Asking learners before erasing V n. Erasing the board at the end of

the class

V

2. Technique: writing „game-show‟

style (this technique gets its name from the fact that the position is reminiscent of a TV game-show hostess facing the audience and smiling at them while pointing out winning numbers or letters on a game board behind her.)

a. Standing and facing the class to the left or right of the board, with back to the board at an

angle of about 45 degrees b. Varying eye contact between the

board and students in the class. V

From the table above, there are some techniques that teacher did. For example; Starting each day with a clean board. Before the lesson was started, teacher asked the students to clean up everything and make sure the class was clean especially the board. Then, using handwriting and sentence case. The teacher wrote the generic structure on the board and gave the title Narrative above it. He wrote in normal usage of big and small letters. And the last, varying eye contact between the board and students in the class. He wrote on the board some students answer. But he wrote by blocking the view of students. Occasionally he turned to ask more answers.

b. Second meeting

Table 4.1.2 Learning Activity and Board Activity

No. Stages Learning Activity Board

Activity

Duration (Minutes) 1.

Pre-Activity

- Greeting - Teacher

checked the attendance list - Telling a little

joke

- Some students were asked to

Start a lesson with clean board

tell to their friends about their experiences 2. Mean-Activity

- Teacher asked some questions to build up background knowledge about recount - Teacher wrote

and explain the generic

structure - teacher asked

the generic structure of each the student‟s experience Using handwriting and sentence case 30‟

5.

Post-Activity

- Students were asked to identify the generic

structure of text recount and to find specific information from the text in the workbook.

- Teacher closed the class

The study began on Thursday, 20th November 2014. The teacher came to the class X IIS 3. In the pre activity, he greeted to everyone in the class and checked the attendance of the students.

Before the lesson was begun, he asked the students to clean up everything included the board. The lesson was begun at 10.30 A.M,. Then he checked the attendance. After that, he gave a little joke to break the ice and to make the environment was sufficient to start the lesson.

After that, the teacher asked a student to come forward. He called it randomly. The student was asked to tell to their friends about her experiences while other students are asked to be silent and listen carefully to what is told their friend in front. He had to tell her experience about student orientation for 3 days. After she finished, the teacher called a student again to tell her experience about student orientation also. Two student come forward was not enough, he called a student again. This time the student had to tell about his experiences on vacation with his family.

After the story was over, in the core activity, he asked his students to answer about what kind of text if the stories of their friends were written. Because seeing many students were silent, quickly he called on one student randomly. The student replied that

the text would be a recount text. Then he called another student again and asked with the same question. The students then replied with the same answer as well. After that he went to the board and wrote recount in normal usage of big and small letters at the center of the board confirming his students answer and said that the day they would study recount text.

Despite the fact that that subject has been learned before to them in junior high school, he was certain that some of them were a little forget about it. On that day he just reminded them all about this text because the students must understand about this kind of text since this content is generally show up in national examinations. Then he pointed one of students and asked about the generic structure of the text. The student did not know at all. Then he asked to the other student who he considered smart. That time, the answer was correct. She mentioned it consists of orientation, events, and reorientation. But the pronunciation was wrong between even and event. Then he wrote the word even or event which is the student is wrong to pronounce it on the board. And then he asked to the students how to pronounce it together and showed the correct. To check their understanding about the kind of text, the teacher asked to the all students about what the orientation, events, and reorientation are in the recount text.

After giving the understanding the generic structure of the text, they were questioned how the generic structure of the last student's story that was his vacation with the family because the story was so impressive. He pointed to one student and asked about the orientation and the other students were asked the events and the reorientation.

After that in the post activity, he asked to open the worksheet and look the sample of the recount text. Then they were asked to identify the generic structure of text recount and to find specific information from the text. After they finished reading and identifying the text, he asked again to his students one by one randomly about the generic structure, which one the orientation, what the events were, and which one the orientation from the text. And the last he asked about what the information from the text that they got. That time, for this question teacher did not ask randomly but who wanted answer.

Because the time was almost over, he closed the lesson. And he left the board with the condition was not erased.

For this meeting, teacher's board management is shown by the table below.

Table 4.2.2

Observation Checklist of Teacher‟s Board Management

No. Teacher‟s Board Management To Be

Observed YES NO

1.

Techniques: Using the board a. Starting each day with a clean

board

V b. Planning the board use (before

the lesson, make a sketch plan of the board usage by drawing rectangle and make a list of exactly what will go in each or as the teacher make a lesson plan, does he decide whether the teacher will write on the board and when he/she will do it.)

V

c. Dividing the board into sections V d. Using handwriting and sentence

case

V e. Checking out the clarity of your

writing

V f. Ensuring students‟ success at the

board

- Sharing the ownership of the board

- checking students‟ access to the board before they write on the board

- Doing a turn taking such as asking for volunteers to begin and then call on the rest, having students who have completed their turns at the board select student to replace them, and assign turn based on where students are sitting or where their names fall in the alphabet.

- announcing that one of the teaching strategies is to have students write at the board

and it will begin the activity by selecting some good responses to written there)

g. Using the board creatively V h. Using graphic organizers to help

structure text

V

i. Using colour to purpose V

j. Drawing illustration V

k. Standing back to check V

l. Reviewing post-lesson V

m. Asking learners before erasing V n. Erasing the board at the end of

the class

V 2. Technique: writing „game-show‟

style (this technique gets its name from the fact that the position is reminiscent of a TV game-show hostess facing the audience and smiling at them while pointing out winning numbers or letters on a game board behind her.)

a. Standing and facing the class to the left or right of the board, with back to the board at an angle of about 45 degrees

V

b. Varying eye contact between the

board and students in the class. V

From the table above, there are some techniques that teacher did. For example; Starting each day with a clean board. Before the lesson was begun, he asked the students to clean up everything included the board. And using handwriting and sentence case. He went to the board and wrote recount in normal usage of big and

small letters at the center of the board confirming his students answer and said that the day they would study recount text; Then he wrote the word even or event which is the student is wrong to pronounce iton the board.

c. Third meeting

Table 4.1.3 Learning Activity and Board Activity

No. Stages Learning Activity Board

Activity

Duration (Minutes) 1.

Pre-Activity

- Greeting - Teacher

checked the attendance list - Telling a little

joke

- Some students were asked to tell to their friends about their

experiences

Start a lesson with clean board 50‟ 2. Mean-Activity

- Teacher asked some questions to build up background knowledge about recount - Teacher wrote

and explain the

Using handwriting

generic structure - teacher asked

the generic structure of each the

student‟s

experience

and sentence case

5.

Post-Activity

- Students were asked to identify the generic

structure of text recount and to find specific information from the text in the workbook. - Teacher closed

the class

20‟

The study began on Friday, 21st November 2014. Teacher came to the class X IIS 4. In the pre activity, the teacher greeted to everybody in the class and checked the absence of the students.

Before the lesson was started, he asked the students to clean up everything especially the board because the previous teacher did not erase the writing. The lesson was started at 10.30 A.M, and that day he would give the lesson with the subject recount. This subject was

taught like the previous class, X IIS 3. As usual, he showed a little joke like a stand up comedian until the class was sufficient to begin the lesson.

After that, the educator asked a few students to approach him. There are three students who were asked to approach around him. The three students were asked to tell to their friends concerning their experiences. While the others are asked to be noiseless and listen precisely to what was told their friends in front. The first and second students were solicited to tell the student orientation for 3 days. And the third student was asked to tell his holiday. Three of them told the story in turns

After their story was over, the teacher permitted the students to sit back. Although that subject has been explained before to them in junior high school, he was sure that some of them was a little forget about it. Then in the core activity, he tested a student by asking about what kind of text if the stories of their friends were written. The students gave correct answer, it was recount. Then the teacher gave feedback and said that that day they would learn recount. After that, randomly he asked about the generic structure of recount text. Some students did not know especially for the boys. But there are many students can remember it. And they know what orientation, events, and re-orientation are. Then, the teacher wrote the generic structure on the board in normal usage of big and small letters. And he also

explained how to pronounce even and event because it had different meaning.

After understanding the generic structure of the text, they were questioned how the generic structure of their friends‟ story especially the part of events. He asked randomly and the story was chosen randomly.

In the post activity, students were asked to open their worksheet and to look the sample of the recount text. Then he asked them to identify the generic structure of the text and to find specific information from the text. After they finished reading and identifying, he asked their answer to random students in the class about which of the orientation, events, and reorientation from the text. Then he asked to do the task on their workbook because the time was almost over.

The bell was ringing. Students had not finished doing the task. So teacher made it as homework. Then he closed the lesson. And he left the board with the condition was not erased.

For this meeting, teacher's board management is shown by the table below.

Table 4.2.3

Observation Checklist of Teacher‟s Board Management

No. Teacher‟s Board Management To Be

Observed YES NO

1.

Techniques: Using the board a. Starting each day with a clean

board

V b. Planning the board use (before

the lesson, make a sketch plan of the board usage by drawing rectangle and make a list of exactly what will go in each or as the teacher make a lesson plan, does he decide whether the teacher will write on the board and when he/she will do it.)

V

c. Dividing the board into sections V d. Using handwriting and sentence

case

V e. Checking out the clarity of your

writing

V f. Ensuring students‟ success at the

board

- Sharing the ownership of the board

- checking students‟ access to the board before they write on the board

- Doing a turn taking such as asking for volunteers to begin and then call on the rest, having students who have completed their turns at the board select student to replace them, and assign turn based on where students are sitting or where their names fall in the alphabet.

- announcing that one of the teaching strategies is to have students write at the board

and it will begin the activity by selecting some good responses to written there)

g. Using the board creatively V h. Using graphic organizers to help

structure text

V

i. Using colour to purpose V

j. Drawing illustration V

k. Standing back to check V

l. Reviewing post-lesson V

m. Asking learners before erasing V n. Erasing the board at the end of

the class

V 2. Technique: writing „game-show‟

style (this technique gets its name from the fact that the position is reminiscent of a TV game-show hostess facing the audience and smiling at them while pointing out winning numbers or letters on a game board behind her.)

a. Standing and facing the class to the left or right of the board, with back to the board at an angle of about 45 degrees

V

b. Varying eye contact between the

board and students in the class. V

From the table above, there are some techniques that teacher did. For example; Starting each day with a clean board. Before the lesson was started, he asked the students to clean up everything especially the board because the previous teacher did not erase the writing. Then, using handwriting and sentence case. Then, the

This chapter presents the conclusion and suggestion. In the conclusion, the

researcher wants to conclude the result of the study. Meanwhile, in the suggestion,

the researcher wants to recommend several matters which need to do.

A. Conclusion

Based on the findings and discussions in fourth chapter, the researcher draws

conclusion as follow;

1. Teacher’s Board Management that is Usually Done by the Teacher. Based on the findings, the teacher only did 3 points from

observation checklist; Starting each day with a clean board, using

handwriting and sentence case, and varying eye contact between the

board and students in the class. Because from 16 points in observation

checklist, only 3 points that the teacher did in four meetings. Whereas the

13 points is not done, it can be potentially done in the all meetings. Those

are planning the board, dividing the board, checking out the clarity of the

writing, ensuring students’ success at the board, using the board

creatively, using graphic organizers, using color to purpose, drawing

illustration, standing back to check, reviewing post-lesson, asking learner

before erasing, erasing the board at the end of the class, and standing and

80

an angle of about 45 degrees. Therefore, the researcher can conclude that

the teacher did not use the board optimally and barely touch the board.

2. The Teacher’s and the Students’ Opinion about the Use of Board

Based on the findings of questionnaire, the most of the students

still want the board is still exist. Most of them considered the board could

still be more useful teaching tool and can be a way to record student

input. They think that teachers should not sacrifice the board when the

class supports high technology because they assume teachers nowadays

do not pay attention to the board. Whereas there are so many benefits

such as board helps students learn by giving more chance to generate

their language and to get more interaction between students or teachers.

It also can reinforce visual and kinesthetic learning styles. They hope the

teacher can more explore the board use.

On the contrary, based on the finding of the interview, the teacher

thinks the board is only used as necessary because he considered the

development of advanced technology. He also thinks that board can be

more useful teaching tool when every classroom has a smart board. The

teacher is also aware of board that it is still very important though it is in

the midst of advanced technologies. He considered also that the use of

the board is declining because he assumes board is unsuitable and too

old-fashioned for students nowadays. He thinks that even board has

benefits to stimulate students' learning styles with visual or kinesthetic,

creative to explore the board. However, the researcher prefers to the

result of the questionnaire because the sample is more than the interview.

B. Suggestion

1. For the Teacher

Based on the findings, the teacher should take a look the humble

media which is board. The teacher must explore and develop the

creativity because there are many techniques that can be done with board

so that board much clearer and more effective. Moreover, the board has

been so omnipresent through our childhoods and working lives. Board is

get-ready-to-learn tool. Therefore, even a few minutes of quiet practice

in an empty room, with a little self-checking and reflection on how you

might be able to improve what you do can make a big difference. I hope

the others teacher can be more aware about this media

2. For Next Researcher

Other researchers can continue this study by focusing on the using

smart board. The researchers can take a qualitative research or

quantitative research to see the effects of the usage of it.

3. For the Students of Sunan Ampel State Islamic University

The main goal of writer conducts this thesis is to give awareness

about board for students of Sunan Ampel State Islamic University who

will become a teacher. When classrooms have access to high tools,

however, we should not use these tools at the expense of boards.

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it can improve their knowledge about it. Moreover, in the future they can

take a part in developing many information to build people awareness

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