THE INFLUENCE OF SILENT AND ORAL READINGS TO PRONUNCIATION ABILITY OF THE SECOND YEAR STUDENTS OF MA AL - BID AYAH CANDI BANDUGAN SEMARANG IN ACADEMIC YEARS OF 2007/2008 - Test Repository

  

IN ACADEMIC YEARS OF 2007/2008

T H E S I S

  

THE INFLUENCE OF SILENT AND ORAL READINGS TO

PRONUNCIATION ABILITY OF THE SECOND YEAR STUDENTS OF

MA A L

• - BID A Y A H CANDI BANDUGAN SEMARANG

  Submitted to the Board in PartiaJ Fulfillment of the Requirements For the Degree of Sarjana Pendidikan Islam (S.Pd I)

  In the English and Educational Department Ruwandi, S.Pd, MA The lecture of Education Faculty

  State Islamic Studies Institute of Salatiga__________________________________ ATTENTIVE COUNSELOR NOTES Salatiga, September 24lh 2007 CASE : NUR FADLIL'S GRADUATING PAPER

  Dear: The Head of State Islamic - Studies Institute of Salatiga Assalamu'alaikum Wr.Wb.

  After reading and correcting Nur Fadlil's Graduating Paper entitled: "THE INFLUENCE OF SILENT AND ORAL READINGS TO PRONUNCIATION ABILITY OF THE SECOND YEAR STUDENTS

  DEPARTEMEN AGAMA SEKOLAH TINGGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA Jin. Tentara Pelajar 02 Telp. (0298) 323706 Fax 323433 Salatiga 50721

D E K L A R A S I

  Bismillahirrohmanrrohiim,

  Dengan penuh kejujuran dan tanggungjawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh o.ang lain atau pernah diterbitkan. Demikian juga, skripsi ini tidak berisi satupun pemikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.

  Apabila di kemudian hari teinyata terdapat materi atau pemikiran orang lain diluir referensi yang peneliti cantumkan, maka peneliti sangggup mempertanggungjawabkan kembali keaslian skripsui ini dihadapan sidang

  DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA .//.

  Stadion 03 Phone: 0298 323706 Salatiga 50 721 Website: u u u .Mainsal;uia,:.ac.iJ E-mail: uJmimstraisi u slainsalaliaa.ac.id

  

STATEMENT OF CERTIFICATIONS

THE INFLUENCE OF SILENT AND ORAL READINGS TO

PRONUNCIATION ABILITY OF THE SECOND YEAR STUDENTS OF

MA AL-BIDAYAH

  

IN THE ACADEMIC YEARS OF 2007/2008

NUR FADLIL SURYO HADI ATMOdO

NIM. 113 02 009

Has been brought to the board'of examiners in October, Is1 2007 M /

  

Romadhon, 19th 1428 H, and hereby considered to completely fulfillment of

requirement for the degree of Sarjana Pendidikan Islam (S.Pd.1) in English

and Educational Faculty.

  October, 1st 2007 M S a la u g a ,---------------------------------------- Romadhon, I9:h 1428 H

Board of Examiners

  M O T T O

You can do anything but you can do better D E D I C A T I O N

I would like to dedicate this thesis for who have always in my heart:

v Allah SWT, the most gracious and most merciful. r My beloved "Abah and Ibu" v My beloved brothers (Kang Fadlol and Sahid), v My beloved sisters (Mbak Ida and Sinok Apin) v My sweetheart "Afifah Ika Lisma" <==1==>3 v Sinok Iwinxs, thanks for everything. v The big family of scout movement of Racana Kusuma Dilaga - Woro Srikandhi STAIN Salatiga. v My best friends (Ngger Ripai, Puji Yaroh, Hudallah, Marsono, Masrukan, Gurune. Zalitoes, dhe' Widi, Indana, Bogenx Faruq,

  ACKNOWLEDGEMENT Assalamua'laikum Wr.Wb.

  Alhandulillahi robbil 'alamiin. Praise to allah due to his protection, power and mercy which are given to the writer. So, the writer could complete this thesis entiltled: "THE INFLUENCE OF SILENT AND ORAL READINGS TO

  PRONUNCIATION ABILITY OF THE SECOND YEAR OF MA AL- B1DAYAH CANDI BANDUNGAN SEMARANG IN THE ACADEMIC YEARS OF 2007/2008".

  However, the writer realized that beside the writer's will and effort, there were some helps form many people, friends, institutions, which made the process of writing this thesis much easier, by giving their great helps, writing this thesis and love in this special occasion the writer would like to express the special gratitude to:

  TABLE OF CONTENT

  

  

  CHAPTER I INTRODUCTION

CHAPTER I INTRODUCTION A. BACKGROUND OF THE STUDY A language is a system of arbitrary symbols and rules used to

  manipulate them. Language can also refer to the use of such systems as a general phenomenon. Though commonly used as a means of communication among people, human language is only one instance of this phenomenon'.

  Beside as a means of communication, language also controls many kinds of culture in the world. This means that learning any language is possible but we have to place human beings as the perfect creatures in the world. Thus the study of the language, in this case, English should not make them underestimated as the exalted creatures.

  There are several functions of language, namely:

  2 Finally, it is clear that language in general or English in particular is very important human being communication.

  In education perspective, the function of English is absolutely clear namely to communicate and to access information. And for daily context, it is to develop interpersonal relationship, to exchange the information and enjoy the esthetic work in English. The aims of teaching are as follows:

  1. To develop communication skills in the language itself, both oral and written communication. Communication skill includes of: listening, speaking, reading and writing.

  2. To promote students' awareness concerning the essence and the importance of English in learning.

  3. To widen students horizon in order to be able to get along with others having different cultures.

  The contents of teaching materials are as follows:

  3

B. LIMITATION OF THE STUDY

  In this observation, the writer just reviews a research paper entitled: "THE INFLUENCE OF SILENT AND ORAL READINGS TO PRONOUNCIATION ABILITY of the second year students of MA Al -

  Bidayah

  Candi, Bandungan in the academic year o f 2007-2008". Therefore this study emphasizes on the effectiveness of the oral and silent readings to pronunciation ability of the students.

C. STATEMENT OF THE PROBLEMS

  Based on the background of the study, the writer formulates the problems as below:

  1. Are there any differences of pronunciation ability o f students taught by silent and oral reading strategies?

  2. Are there any significant differences of pronunciation ability o f students taught by silent and oral reading strategies?

  4 E. BENEFIT OF THE STUDY The writer hopes that this research will be useful for:

  1. Teacher The useful thing for this research is that it will support teachers to apply and suggest this method to be used in language teaching learning process.

  2. The Students The writer hopes that students can improve their pronunciation ability and more enjoy learning of English in classroom.

  3. The Reader The writer expects that this research result can give positive contribution to reader to choose the strategies of reading.

F. THE OUTLINE OF THE GRADUATING PAPER

  7

  2. General Characteristic of Reading3 A discussion of the three general characteristic of reading provides a basis for understanding the diagnostic sections into which this chapter is divided:

  a. Many things of reading ability, not just one. A person who is expert at reading fiction may not be proficient at reading nonfiction for information. Since students' lessons deal primarily with the letter, reading nonfiction is emphasized here. Therefore, that reading diagnosis is carried out on textbook-like material, e.g., nonfiction assignments that include graphs and tables and that are followed by quizzes.

  b. Students show different level of reading skill, which vary not only quantitatively, as in rate, but also qualitatively. Four such level are

  1) Rate o f comprehending material 2) Attitude of comprehension accuracy 3) Vocabulary 4) Ability to read nonverbal material

  3. Reading Test Test of reading comes in a wide variety of forms and evaluates a oroad spectrum of reading activities6. Some tests of reading can be read as follows:

  a. Limited Response For those teaching beginning reading, informal techniques of evaluation are recommended such as exercises and individual practice.

  Early testing is only limited to reading subskills, the most common is vocabulary. The most typical test of this skill is the "same-different"

  9 There are no other questions that ask only for a one word response.

  Besides their suitability for those students with limited skill in English, there is another good reason to use these types of questions.

  There are two techniques to be used in this test:

  1. Picture Cues. It v/ill start with questions that simply ask for the right picture to be circled.

  2. Phrase or Sentence Cues. One of the simplest forms of sentence comprehension is the true or false sentences. It is used with beginners. The students look for the truth, untruths, or impossibilities.

  c. Testing Passage Comprehension7.

  This testing is used to know how the students comprehend the passage or context.

  14

  7. Tenseness while reading

  8. Inappropriate eye-voice span

  9. Improper phrasing, resulting in word-by-word reading or in a clustering of words that do not fit into thought units

  10. Ignoring of pronunciation

  11. Improper rate of reading

  12. Eye or visual defect17

C. PRONUNCIATION ABLITY

  1. Definition According to the Oxford Learner's Pocket Dictionary, pronunciation means a way in which a language is spoken, a way in which something is understood18

  And the meaning of ability according to the same dictionary is skill or power19. So, the writer tries defines that pronunciation ability is the skill

  15 the way we speak a language. Each of these aspects of pronunciation is briefly outlined below, and references for further study are suggested

  2. General Description of Pronunciation In English pronunciation, there are English speech sounds that can be divided into: a. Consonant

  There are 24 consonants in English20, they are

  No. Letter of Consonant No. Letter of Consonant

  1 13 tj - chair P-P>g

  d3 —ja il

  2 b - book

  14 3 t - t e a 15 9 - thin 4 d - day 16 6 - this 5 k - key 17 m - man

  23 occurs as a result of manipulation of the independent variable. The variable of this research is learners' ability in pronunciation.

  The steps in an experimental study are basically the same as for other types of research. The steps are selection and definition of a problem, selection of subject and measuring instruments, selection of a design, execution of procedures, analysis of data, and formulation of conclusions.

  In an experimental study, the writer is in the action from the very beginning; the writer as researcher forms or selects the groups, decides what is going to happen in each group, tries to control all other relevant factors besides the change that has been introduced, and observes or measures the effect on the groups at the end of the study.

  There are two groups in this research. The first is experiment group that was taught by oral reading strategy and the second is control group that was taught by silent reading strategy.

  24 This research is aimed at identifying the influence o f silent and oral readings to pronunciation ability of the second year students of MA Al-

  Bidayah Candi, Bandungan, Semarang.

  C. Research Setting

  1. The Profile of MA A l Biday ah Candi, Bandungan, Semarang Giving the name A1 Bidayah to MA Al-Bidayah Candi, Bandungan,

  Semarang means memorizing the founding father (Kyai Bidayah) who built this Islamic Centre as well as gave his property land to be used as the location of establishing Islamic education in Candi.

  MA Al-Bidayah Candi, Bandungan, Semarang was built as

  initiation of Islamic education foundation o f Al-Bidayah. The foundation wanted to continue the education scaffold, because there are only three

  25 Along with the progressively education expansion of A1 Bidayah and existence of Islamic Junior High School graduates who are going to continue to higher level education ladder, the foundation built MA Al-

  Bidayah in 1984 as the Filial of MAN Suruh. And then, since 1990 it becomes the established MA Al-Bidayah Accredited B.

2. Geographical Position

  Madrasah Aliyah Al-Bidayah is located in orchard of Kalibendo

  Countryside of Candi, District o f Bandungan of Semarang regency, Central Java. This school is very strategic because besides around Islamic schools under the supervision o f the foundation (MTs Al-Bidayah) and the roadside of Sumowono-Semarang.

  The weal her around MA A1 Bidayah is cold enough because it is in the hillside of mount Ungaran so the ruthless is very supporting to conduct

  26 In understanding religion is ritual; Candi countryside people look like a little stiff and fussy. Thus, they do not isolate themselves to be invited to go forward. The religious activities look glorious. So Candi people and the surroundings absolutely support the existence of MA AL-

  Bidayah representing an education institute with Islamic nuance.

3. Organization Structure

  Organization structure in an education institute has a very important role. Through organization structure, people understand their responsibility and duty in regulating their institution. The organization structure of MA Al-Bidayah Candi is as follows:

  NO. FUNCTION / POSISITION NAME

  The Master of Foundation KH. Nur Kholis

  1

  2 The Master of Committee Said Riswnto, ST

  27 B. Homeroom Teacher of X-B

  Dra. Budi Gendriyani

  C. Hcmeroom Teacher of XI-IPA Akhmad Syaefuddin, S.Pdl

  D. Homeroom Teacher of XI-IPS Dra. Retno Sri Sayekti

  E. Homeroom Teacher of XII-IPA Anshori, S.Pdl

  F. Homeroom Teacher of XII-IPS Dra. Siti Mesaroh

  8 Counselor Anshori, S.Pdl

  9 Coordinator of Interdisciplinary Subjects

  A. Drs. Edi Winarto Economy

  B. Dra. Retno Sri Sayekti Sociology, Aqidah Ahlak,

  Javanese Language

  C. Anshori, S.Pdl Arabic Lang., English XI

  D. Dra. Budi Gendriyani Civic Education, Art & Culture, Indonesian Lang of X

  E. Drs. Joko S. Indonesian Lang, of XII

  28 L. Mazulfah, S.Pdl English of XII and X M. Ir. M. Fauzan Mathematics of XIIIPA N. Dra. Eni Nur Mala Biology, mathematics of X,

  XI of IPA

4. School Facilities

  To support teaching learning process, facilities are absolutely needed. It is because facilities accelerate the running of the process and make ihe process easier to conduct. The school facilities can be seen in appendix.

  

5. The Profile of Teachers and Employees of MA Al Bidayah Candi

Bandungan Semarang

  30 D. Population

  Population is the whole subjects investigated.2 In the encyclopedia of education evaluation, population is a set of all elements, possessing one or more attributes of interest. In this research the population is all of the second year students of MA Al-Bidayah Candi, Bandungan, Semarang.

E. Sample

  Sample is a part or a representative population which is investigated.3 The sample of this research is the second year students of MA Al-Bidayah Candi Bandungan Semarang. There are six classes available in the school; and each class contains 24 to 47 students. As explained before there are 162 students in the population. The writer took 10% of the population to represent the totally number of students (20). The writer used the random sampling technique to consider the number of sample. As the sample of the research,

  31

  7 Iin Masidah

  To obtain necessary data in composing and writing down this paper, the writer uses several methods: a. Test

  10 Heni Susilowati

  10 Ika Purnama Sari

  9 Ike Nur Elyta

  9 Setyo Sudiyanto

  8 Fera Handayani

  8 Kasiyanah

  7 Ahmad Jamhari

  3 Sri Mardiyanti

  6 Mala Khoeriyah

  6 Prapti Khajariyah

  5 Istiqomah

  5 Silvi Ayu Intari

  4 Sachowi Mufit

  4 Sulistyo Hadi

  3 Ayu Wandira

F. Technique of Collecting Data

  32 The treatments given to the group consist of two strategies, they are: the first group (control group) used silent reading strategy and the second group (experiment group) used oral reading strategy.

  The test instrument used in pre-test is the same as that used in post­ test. Then, the writer calculates the result of the tests to understand the difference score of the two groups. Next, the writer calculates the influence of the test based on certain formulas.

  b. Documentation Documentation is a method used to find out the written records, such as books, magazines, documents, rules, meeting notes, daily notes and so on.

  The writher uses this method to obtain data of dealing with institutional information.

  c. Interview Interview is a collection of data through questions and answers

  33

G. Data analysis

  To analyze the data in this research, firstly the writer calculates the means of pre-test and post-test of the control and the experiment groups. And then, the writer calculates the influence between oral and silent readings to students' pronunciation ability.

  1. To calculate the means of pre-test and post-test, the writer used the following formula: a. The Mean of Pre-Test

  N

  In which:

  X : The mean obtained

  34

  2. To calculate the significant difference between oral and silent readings to students' pronunciation ability the writer used the following formula7:

  D

• - I ZD2 -QP)2

  t -------------* -

  N ( N - l )

  V In which:

• T : The score obtained

  D : The difference of pre-test and post-test

  : The sum of the mean of different score : The sum of the square of D square

  CHAPTER IV DISCUSSION In this chapter the writer is going to analyze the data formed in the research in investigation through several stages namely research design, data analysis, and review of the research result.

A. Research Design

  This research is addressed to give different treatments to two groups namely silent and oral readings to asses their pronunciation ability. There were six meeting given to each group along forty minutes in each teaching learning process.

  1. Teaching Learning Process For the control group, the writer gave teaching reading by using silent method. The writer used as little voice as possible in this control

  36 c. The students answered the questions given by the researcher and result of the paper was evaluated.

  2. Students Difficulties in Teaching Learning Process Based on the writer analysis students faced many difficulties in teaching learning process, they were: a. Students were pressured to understand the teaching materials.

  b. Students felt bored in the teaching learning process because teacher was less professional.

  c. Students had not understood yet the material given in teaching learning process.

  d. Students had limited vocabulary.

  The solutions given were:

  a. The writer was creative in conducting teaching learning process so students felt fun and enjoyed the class.

  37

  2. Control Group This group is coming from the samples or students who read by silent reading strategy.

  The calculation of the data is staged into the following steps:

  1. To understand the difference of oral and silent readings strategies to students pronunciation ability, the writer uses the following formula: a. The Mean of Pre-Test

  X Z £ N 653

  X control group

  = -y y = 65,3

  . 664 , , , X experiment group = -y y = 66,4

  b. The Mean of Post-Test

• 9,5 1221
• 9,5 1221
• 9,5 1221-902,5

  \ \ -------------lJL (

  t =

  90

  1 10(9)

  10 t -

  9025

  10 ( 10 - 1 )

  (-95)2

  38 a. Pre-test and Post-test of Control Group

  N t = N ( N -1)

  ( I D ) 2

  2

  I D 2 -

  =

  D t

  Degree of freedom = (N-l) = 10-1 = 9

  9,5

  39 b. Pre-test and Post-test of Experiment Gro jp

  Degree of freedom = (N-l) = 10-1 = 9

  D t =

  2 ( Z D ) 2 Z D 2 - N

  N ( N - 1)

• 17,7

  t - ■

  (-177)2 3550-

  10

  10

  1

  ( )

• 10
• 17,7

  t -

  31329 3550 -

  10

  1

  ( )

• 10 1 0
• 17,7

  t - ■

  3550-3132,9 10(9)

  40 the degree of the freedom 10 shows 1,812. Thus t-test is higher then t- table, so the test is valid.

  C. Review on The Research Result

  1 0

  The result of the pre-test in this study shows that there is difference of students' pronunciaiion ability between experiment and control groups before both the groups were given different strategies in teaching learning of reading. The mean of control group in the pre-test is 65,3 and the experiment group is 66,4. It shows that there is ro difference between those strategies. Then, there is also no significant difference of the two strategies because of the t-test of those groups is lower than the score of t-table.

  Then the score of the post-test from both of the groups is: 75,6 (control group) and 84,1 (experiment group). Based of the explanation above, the writer concludes that using oral reading strategy in teachmg pronunciation is

  

CHPATERV

CLOSURE

A. CONCLUSION

  Based on the previous data analysis, the writer concludes the research paper as follow:

  1. In this study, the score of control group that is taught by silent reading is lower than the score of experiment group that is taught by oral reading. So, the groups that are taught by difference strategies (oral and silent readings) are different. Based on the data calculation, one of the suitable ways toward reading pronunciation ability of the second year students of MA Al-

  Bidayah Candi Bandungan Semarang is oral reading.

  2. The score of t-test of the experiment group with 5% significance and the

  42

  c. The teacher should choose a suitable strategy to increase students’ ability.

  d. Using oral reading to students is more effective than using silent reading, because learning English pronunciation is easier through oral reading.

  e. The teacher develops teaching strategy, so the motivation of the learners to study English will always increase. The use of various strategies is suggested to make the students more interesting.

  f. The teachers should give motivation, opportunity, and explain them that English is such an easy way to study.

  2. The Students

  a. The students should develop their motivation because it is an important factor in the English learning Ibrahim-Sudjana, Nana, Penelitian dan Penilaian Pendidikan, CV. Sinar BVaru, Bandung, 1989

  Arikunto, Suharsini, Prosedur Penelitian Suatu Pendekatan Praktis, Rineka Cipta, Jakarta, 1992

  Hadi, Sutrisno, Methodology Research, UGM Press, Yogyakarta, 1987 Arikunto, Suharsini, Manajemen Penelitian, Rineka Cipta, Jakarta, 1990

  TABLE I THE DIFFERENCE SCORE OF PRE-TEST

  6

  10

  63

  62

  9

  62

  75

  8

  67

  54

  7

  65

  65

  5 64 (6

  BETWEEN CONTROL GROUP AND EXPERIMENT GROUP NO Control Group Experiment Group

  68

  70

  4

  71

  55

  3

  64

  63

  2

  68

  76

  1

  63

  TABLE II THE DIFFERENCE SCORE OF POST-TEST

  75

  80

  9

  83

  80

  8

  86

  70

  7

  83

  76

  6

  92

  5

  BETWEEN CONTROL GROUP AND EXPERIMENT GROUP NO Control Group

  85

  80

  4

  88

  57

  3

  84

  78

  2

  86

  85

  1

  Experiment Group

  70

• 18 325

  66 92 -26 676

  10 Heni Susilowati

  49

  63 70 -7

  9 Ike Nur Elyta

  62 83 -21 441

  8 Fera Handayani

  67 86 -19 361

  7 Iin Masiaah

  65 83 -18 324

  6 Mala Khoeriyah

  5 Istiqomah

  TABLE IV THE SCORE OF EXPERIMENT GROUP No Name

  68 85 -17 289

  4 Sachowi Mufit

  71 88 -17 289

  3 Ayu Wandira

  64 84 -20 400

  2 Khoriq A.M

  86

  68

  1 Luluk Hanifah

  Pre-test Post-test D I)2

  70 84 -14 196 L 664 TEXT ITEM FOR PRE-TEST AND POST TEST

  1. YOUR ROOMMATE LIKES TO STAY UP LATE AND WATCH TELEVISION.

  2. SNOW WHITE ENTERED THE LITTLE HOUSE AND FOUND IT UNTIDY.

  3. INFORM SOME STUDENTS THAT THEY SHOULD KEEP THEIR CLASS CLEAN.

  4. MY GRANDMOTHER WAS NOT BEAUTIFUL WOMEN WHEN SHE WAS YOUNG.

  5. THE MAN SAW A LARGE PEACH FLOATING ON THE WATER.

  6. UNCLE LEFT MY PEN AT HOME. CAN I BORROW YOURS?

  7. SOME PARTICIPANT INTERRUPTED W HILE THE PRESENTER WAS EXPLAINING ABOUT DRUGS.

  THE SCHOOL FACILITIES MA AL-BIDAYAH CANDI BANDUNGAN SEMARANG

  1

  9 Scout Movement Room

  1

  8 Healthy Care Unit Room

  1

  7 Counseling Room

  6

  6 Classroom

  5 Library Room

  IN ACADEMIC YEARS OF 2007-2008 No. Facilities Number

  1

  4 Computer Room

  1

  3 Teachers Room / Office

  1

  2 Administration Room

  1

  1 Headmaster Room

  1 DAFTAR SKK NAMA : Nur Fadlil Suryo Hadi A. JURUSAN : Tarbiyah N I M : 113 02 009 PROGDI : TBI

  No

  Peserta

  STAIN Salatiga 6/Okt/2002

  STAIN Salatiga dan sekitarnya Peserta

  2

  6 CEC's Friendship Camp

  CEC STAIN Salatiga 1 l/Okt/02

  Umbul Songo Kopeng

  2

  5 Glad i Tangguh Pramuka Pandega

  7 Gladian Pimpinan Pandega VIII

  Racana STAIN Salatiga

  14-15/Peb/2003 STAIN Salatiga

  Peserta

  2

  8 Kursus Mahir Racana 10/Juli/2003

  Panitia

  XII (Racana) Racana

  2

  Kegiatan Penyelenggara Waktu & Tempat Sebagai Nilai

  7-10/Sept/2002 Buper Boyolali

  1 Orientasi Mahasiswa STAIN

  Salatiga (ORMASS) STAIN

  Salatiga 19-22/Ags/2002 STAIN Salatiga

  Peserta

  3

  2 Pendidikan dan Latihan XII

  Racana STAIN Salatiga

  Peserta

  STAIN Salatiga Peserta

  2

  3 English Festival CEC

  STAIN Salatiga 22/Sept/2002

  STAIN Salatiga Peserta

  2

  4 Konser Music Amal SMC

  STAIN Salatiga 30/Sept/2002

  3 Pendidikan Latihan Racana 13-16/Sept/2004

  18 Calon Pramuka Panitia

  3 STAIN Salatiga Buper Boyolali Pandega XIV

  Pengurus Dewan Racana

  19 2003 - 2004 Tekpram

  4 Racana STAIN Salatiga Kursus Mahir Kwarcab 23-29/Jan/2005

  20 Peserta

  2 Lanjutan Kota Salatiga Salatiga Gladian Pimpinan Racana 24-26/Jan/2005

  21 Panitia

  4 Pandega X Se-Jawa STAIN Salatiga STAIN Salatiga

  Seminar & Lokakarya 16/Juni/2005

  22 Pembelajaran STAIN Salatiga Peserta

  2 Bahasa Inggris STAIN Salatiga

  Untuk tingkat dasar Kursus Mahir Racana 6-1 l/juli/2005

  23 Panitia

  4 STAIN Salatiga Dasar Se - Jawa STAIN Salatiga

  OPSPEK STAIN 24-27/Ags/2005 Tim

  24 STAIN Salatiga

  3 Salatiga STAIN Salatiga Kesehatan Pendidikan Latihan

  Racana 13/Sept/2005

  25 Calon Pramuka Panitia

  3 STAIN Salatiga Buper Boyolali

  Pandega XV PemiPhan Calon

  14/Des/2005

  26 Ketua STAIN STAIN Salatiga Saksi

  3 STAIN Salatiga Salatiga 2006 -2010

  Gladian Pimpinan Racana 13-15/Peb/2006

  27 Panitia

  3 Pandega XI STAIN Salatiga

  STAIN Salatiga Pengurus Dewan Racana

  DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA Jl. Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax323433 Salatiga 50721 Website :

  LEM BAR K O N SU LT A SI SKRIPSI }

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  Nomor : B /E.IV/MA/0848/6/IX/2007 Lam : - Hal : Pemberitahuan Izin Riset a.n : NUR FADLIL SURYO HADI A NIM : 11302009 Kepada Yth.

  Dekan Fakultas Tarbiyah STAIN Salatiga Di Salatiga

  Assalamu ’alaikum Wr. Wb

  Yang bertanda tangan dibawah ini Kepala Madrasah Aliyah Al Bidayah Candi Bandungan Kab. Semarang menerangkan bahwa :

  Nama : NUR FADLIL SURYO HADI A NIM : 11302009

  Mahasiswa : Program SI FTTPBI STAIN Salatiga

  DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA

  Jl. Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax 323433 Salatiga 50721 Website :

  Nomor: ST.27/K-1/TL.01/ \s»<* /2007

  6 September 2007 Lamp : Proposal Penelitian. Hal : Permohonan Izin Penelitian

  Kepada Yth. KEPALA MA AL-B1DAYAH CANDI Di CANDI BANDUNGAN Assalamualaikum tv. w.

  Yang bertanda tangan di bawah ini, kami menerangkan bahwa : N a m a

  : NUR FADLIL SURYO HADI A NIM :11302009 Mahasiswa

  : Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga Jurusan : Tarbiyah

  Program Studi : Tadris Pendidikan Bahasa Inggris (TPBI)

  Dalam rangka penyelesaian studi Program S. 1 di STAIN Salatiga, diwajibkan memenuhi salah satu persyaratan yang berupa pembuatan SKRIPSI. Adapun judul yang diambil adalah : THE

  INFLUENCE OF SILENT AND ORAL READINGS TO

DATA GURU DAN KARYAWAN

KABUPATEN SEMARANG

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  18 Juli 2001

  10. Hening Titi Wijaya, S Pd Semarang, 23/10/1981

  08. Ali Murtadho Semarang, 26/01/1983 D 2 MA Al Bidayah Perpus / TU

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  18 Juli 2001

  07. Akhmad Syaefudin,S.PdI Semarang, 25/11/1971 S l MA Al Bidayah O-H/Geografi/S K I

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  2

  Mazulfah, S.Pdl Semarang, 28/08/1982 SI MA Al Bidayah Bahasa Inggris

  Juli 2007

  4 Catatan:

  16 Juli 2007 - -

  14 Dra. Eni Nur Mala Semarang, 06/05/1963 SI MA Al Bidayah Biologi, MatematikaX

  2

  16 Juli 2007

  16 Juli 2007 ^-

  18 Juli 2005

  12. Ir.M.Fauzan Semarang, 24/04/1963 SI MA Al Bidayah Matematika XII

  16 Juli 2007 ^-

  Bahsa Indonesia

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  02. Dra. Retno Sri Sayekti Semarang. 20/031/961

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  03. Anshori, S Ag Semarang, 05/11/1967 S l MA Al Bidayah

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  Semarang, 23/11/1977 S l MA Al Bidayah TIK/Porkes/K. TU

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R EPU B LIK IN D O N ES IA O R I E N T A S I M A H A S I S W A S T A I N S A L A T I G A

SEKOLAH TINGGI AGAMA ISLAM NEGERI SALATIGA Sekretariat: PKM II Lantai I Kampus STAIN Salatiga, Jl. Tentara Pelajar No. 02 Salatiga 50721 Telp. 0298-314741 N o m o r: 30/Pan-ORMASS/VH/02 Diberikan K epada: .H ® . f a b l i l s

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C O M M U N IC A T IV E E N G L IS H C L U B

STAIN SALATIGA

Office : Jl. Stadion No. 03 PKM I Telp. 0298.323706. Fax. 323433

  

CERTIFICATE

  No. l/C l‘C/IX/2002

  

Awarded to :

  ___________MUR FADLIL S H_____________

  

for his / her participation

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PIAGAM PENGHARGAAN

  

Nomor : 428.6/85.a/Pram-STAIN/II/2003

Racana Kusuma Dilaga - Woro Srikandhi STAIN Salatiga memberikan

penghargaan yang sebesar-besarnya kepada: NEJR FADL-IL S. IS.

  

Atas partisipasinya dalam Kegiatan Gladian Pimpinan Pandega VIII oleh Racana

Kusuma Dilaga-Woro Srikandhi Gudep Kota Salatiga 02.237-02.238 STAIN

Salatiga pada tanggal 14-15 Pebruari 2003 di kampus STAIN Salatiga sebagai:

  F E S E R T A

  Semoga penghargaan ini dapat mendorong lebil|iinaiu dan be creatifitas ga, J4TPebruari 2003

  

GERAKAN PRAMUKA

KWARTIR CABANG KOTA SALATIGA

PIAGAM PENGHARGAAN

  Nomor :

  Memberikan penghargaan yang setinggi-tingginya kepada :

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  / \

  a. Reka Kerja DiklatXIII

  / Ketua Racana

  Nomor : 22 / Diklat XIII / 02.237 - 02.238 / IX / 2003 Racana Kusuma Dilaga - Woro Srikandhi Gudep Kota Salatiga 02.237 - 02.238 STAIN Salatiga memberikan penghargaan yang sebesar- besarnya kepada:

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Sekretariat: Jl. Tentara Pelajar 02 Salatiga 50721

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C O M M U N IC A T IV E EN G LISH CLU8

S T A IN S A L A T IG A

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  1 STAIN Salatiga

  

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