TUGAS

MEDIA AND LEARNING RECOURCES

(CHALKBOARD)

DOSEN PEMBING

Hidya Maulida, M.Pd

DISUSUN OLEH KELOMPOK 4

Leona Prasetyo Pratama

Devina Agustina

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

(STKIP) PGRI KALIMANTAN SELATAN

2018
Chalkboards, or blackboards as they are often called, come in varying
colours and types. Some are placed on easels, many are fixed on
class-room walls while others move up and down or across on
wooden structures. More up to date models are made of a flexible
rubberized surface which is rolled around a specially constructed
frame (roller boards). The versatile portable roll-up boaed also has a
rubberized surface and is supported at each end by a wooden rod.

Why use the chalkboard?

Whatever their shape or size, chalkboards are very much taken for
granted in class-rooms and, in manny cases,sadly under utilized. Yet
no other teaching device can match on chalkboard in terms of
cheapness, versatility and usefulness. Altough most teachers do use
the chalkboard to introduce new vocabulary or write out grammar
exercises or test, it is in the very areas where it would be most useful
(teaching structures, prompting drills, “explaining”, difficult areas of
thhe leanguage, recapitulating leanguage taught earlier) that it is
most neglected, primary because the teacher needs to be able to do
quick sketches. Instead teachers go to great lengths to explain points
which could have been more easily explained with a quick
chalkboard drawing.

Using the chalkboard

A competent teacher is expected to make good us of chalkboard.

When at the board, it is importan to take up a good working position.
The natural position for a right-handed person is towards the left
side (and vice versa), and in the way the teache can turn quickly to
the class and ensure that control is maintained.

Working on the chalkboard calls for the teacher to master a

number of practical skills:

1. Legible hand writing

It is most important that students can see and understand what
the teacher has written. An accept able style is a form of joined
script which has no unnecessary loops and fulls. This is suitable
for all levels in secondary school and upper levels in primary in
primary school. But with lower primary students, the teacher
should develop a clear simple form of printing.
Wheter writting or painting, legibility of the letters depends
on the size, the, the thickness of the lines and the contrast
against the chalkboard. Generally it is best to print the body of
small letters a minimum of 3 cm (1”) in height with capital
letters and the rremaining parts of smell letters 5 cm (2”) it is
also advisable to leave at least 3 cm (1”) between lines of writing
or printing.
It is also important that that the teacher write or print on a
horizontal linne. To help him do this he may like to rule semi-
permanent or permanent lines on the chalkboard (or on part of
it) using a T-bar.

This consist of a piece of thinplywood measuring about 1.25 m x

6 cm (48 x 2) and a block of wood for the “T” measuring 3 cm x
10 cm x 5 cm (1 x 8 x 5) This is nailed to the top to form a “T”.
 Holes are drilled at regular intervals (e.g. 3 cm or 3) along the
piece of plywood. The T-bar across the chalkboard .
To prolong the life of chalk-drawn lines, use chalk that has
been soaked in water or in a duled sugar solution. The chalk
should then be used wet and later stored in as light container.
Light-coloured chalks only should be treated in this way as dark
rich colours tend to stain the chalkboard permanently.

A felt-Up pen provides a semi-permanent marker. Altought it it

can be seen crearly by the teacher and guide his writting. It is
not too obvious (and there distracting) ti students. Some
teacher prefer to occur lines on the chalkboard with a sharp-
point instrument like a compass. Although this produces
permnent lines, any mistakesare irremovable and may
permanently spoil the appearance of a chalk-board.

2. Drawing on the chalkboard

The skill of chalkboard drawing is essential for ESL teachers,
especially if you are teaching begginers or doing remedial
teaching. Chalkboard drawing is a that can be cultivated by any
teacher. Teachers do not need to be great artist. Indeed this can
be a disadvantage as too much time is spent on getting the
drawing right and not enough on the important job of using the
drawing to teach. Pictures should always be simple and
unambisious. Matchstick figures and outlines are adequate.
Students are not over-critical of a teacher’s attempts to draw
and they do enjoy testing the teacher’s sketch evolving before
their eyes. Matchstick figures are the easiest people figures to
draw. With practice and by keeping two points in mind the
teacher can easily draw the matchstick figures. The first point to
remember is that the lines for the body legs and arms should be
equal length while the knee and elbow joints are midway along
these lengths. Secondly when drawing moving figures the knee
joints shoul always bend forwards while the elbow joints bend
backwards. The amount of inclination of the body will indicate
the speed at which a figure moving. Always join the limb the
main body and avoid adding fancy hips, shoulders, necks and
hands. If ideatifying fcain es are, required add a simple skirt or
had ot a beard or hair. Add short lines for noses to indicate the
direction in which a figure is looking if it not already obvious.
Visualize thee positioning of a person’s limbs as he performs a
particular action and transfer this knowledge to your figure.
Face and facial expressions are just as simple to draw if the
teacher remembers that the eyes are placed one-third of the
way down and the bottom of the nose two-thirds of the way
down.

Face can be any shape. Expression is show by eyes, mouth and

eyebrows. Again visualize people’s facial expressions, the
position of their features when they are happy, sad, worried,
etc. And practice drawing them!

Object are probably the easiest to draw. One more think of the
basic shape of the object and its distinguishing characteristic and
put in the details only. Add no extraneous details like curtains at
house windows or fancy pillows on beds.

Animals in contrast are probably the the most difficult things

for the teacher to draw but, as with object it is the distinguishing
characteristic that allows recognition, for example, a monkey’s
tail. A cat’s whiskers, a horse’s mane, an elephant’s trunk, a
girffe’s neck. Stick figures can suffice though a more artistic
teacher may like to flesh out the figures can suffice though more
artistic teacher may like to flesh out the figure to give it shape
and dimension. Leave out unneccessary caics on fish and
feathers on chickens.

Symbols are easily drawn and are readily, recognizable to

students make use of thought bubbles, dialogue bubbles and
other expression symbols symbols consisting of dots arrows and
boxes can help to clarify the meaning of prepositions by
indicating the relationships of events or objects.

When used initially it is best to use such symbols they can be

used as cues in a substitution drill.
If the teacher wants to draw picture, other than matchstick
figures or simple objects but is not confident of doing this in
front of students, there are a number of aid available to help
him.

Organization of the chalkboard

Most teachers concentrate on the centre of the board and

rarely use the sides, top and bottom. Ideally,, the teacher should
section off his chalkboard so that it is used to the maximum.
One section (left or right) could be left for permanent work like
the date, the alphabet (for young students), subject heading,
etc. A second section could be used for planned work wich
needs to be neat and is usually prepared in advance of the
lesson. A third section the middle, could be left for rough work
quick sketches and words of passing importance.
The following squence can be used for searching the present
perfect/present progressive and/or going to future senses:
Lim is going to write a letter.
He’s going to his desk.
He’s going to sit down, etc.

OR
He has just written a letter.
He has gone to his desk.
He has taken out a piece of paper, etc.

Ideas for using the chalkboard

In the ESL/EFL class-room the chalkboard should be used for
isolated simple sketches rather than elaborate composite
pictures the idea below illustrate this point:

Example 1: conveying meaning of new words

Example 2: introducing dialogues

Example 3: time lines to refer to time and sense

Example 4: subtitution drills with symbols