THEIR WORK ETHOS
(A Case Study Among Part Time Teachers Of Islamic Elementary School In Banyubiru District Semarang)
T H E S I S
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Saijana Pendidikan Islam (S.Pd.I)
in the English Department of Education Faculty, State Islamic Studies Institute (STAIN) Salatiga
By :
NERUL AZIZAH
113 00 043
ENGLISH DEPARTEMEN OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
ATTENTIVE CONSELOR NOTES
Case : Nurul Azizah’s Thesis Salatiga, August 30th, 2006
Dear
The Head of State Islamic
Studies Institute of Salatiga.
Assalamu 'alaikum IVr. Wb.
After reading and correcting Nurul Azizah’s (11300043) thesis entitled “ INFLUENCE
OF PART TIME TEACHERS’ SALARY TOWARD THEIR WORK ETHOS OF
ISLAMIC ELEMENTARY SCHOOL DISTRIC SEMARANG“ I have decided and ij- ^
would like to propose that could be accepted by the educational faculty, I hope it would
be examined as soon as possible.
STATEMENT OF CERTIFICATION
THE INFLUENCE OF TEACHERS' SALARY
TOWARD THEIR WORK ETHOS (A C ase s tu d y
A m ong Part T im e T ea ch ers o f Isla m ic E lem en ta ry
S c h o o ls in B ayubiru D is tr ic t Sem arang)
NURUL AZIZAH
NIM : 113 00 0 4 3
H as been b ro u g h t to th e b o ard of ex am in ers in S ep tem b er 06th, 2006/ Sya'ban 13 lh, 1427 H, a n d h ereb y co n sid ered to com pletely
fullfill th e req u ire m e n t of S a rja n a degree in th e E nglish D e p artm en t of E d u catio n al F aculty.
S ep tem b er 0 6 th, 2 0 0 6 M Salatiga, ---S y a 'b a n 13th, 1427 H
B oard of e x am in ers
Drs. S a a d i, M.Ag
NIP. 150 5 2 6 8 24
S ecretary
Dr. Muh. Saerozi,
NIP. 150 247 014
2 nd exam er
Ari Setyaw an, M.M
DECLARATION
In the name of Allah The Most Gracious and The Most Merciful.
Hereby the writer fully declares that this thesis is made by the writer her
self, and it is not containing materials written or has been published by other
people, and other people's ideas except the information from the references.
The writer capable account for this thesis if in the future this thesis can be
proved of containing others' ideas or in fact the writer imitates the others' thesis.
Likewise, the declaration is made by the writer and the writer hopes that
this declaration can be understood.
Salatiga, August 6th 2006
Reseacrher
Nurul Azizah
heart, they are:
• To the God Allah SWT
• My highly valued parents, my mom (Luwiyati) and my father (Yusuf
Marsudi).
• My beloved sisters (Mbak Diyah and Mbak Anna), my younger brother
(Drajat si "Othong"), thanks greatly for your support and motivation.
• All my patners (Mitapasa and Getar) we are a great teams.
to Him for His blessing so the writer can finish this graduating paper. Blesses and
praises also go to Prophet Muhammad SAW.
This thesis antitied " The Influence o f Part Time Teachers' Salary Toward Their Work Ethos (A Case Study Among Part Time Teachers o f Islamic Elementary Schools in Banyubiru District Semarang)" is presented as partial fulfillment of requirement for the Sarjana Degree at English Department Of the
Salatiga State Islamic Studies Institute (STAIN). In writing this thesis the writer is
guidanced and supported by several people so it can be finished, although there
are still many mistakes. Hence the writer would like to thak to:
1. Drs. Imam Sutomo, M.Ag, as the head of Salatiga State Islamic Institute
(STAIN).
2. Hanung Triyoko, SS, M.Hum, as the head of English Department.
3. Ruwandi, S.Ag, M.Ag^as the councelor in writing this thesis.
4. Dearest mom and father who have touch me in everything.
5. All lectures and staff of Salatiga State Islamic Studies Institute (STAIN).
6. My beloved sisters (Mbak Anna and Mbak Diyah) and my brother (Thong!).
7. My lovely friends, Nontin, Muniph, Kojek, Grand, Katul, mami Siska and the
others that I cannot mention it one by one, thanks for all.
8. MITAPASA and GETAR, the nice community. Let's move guys!
9. PakDene DotCom, thank you for helping me.
13. All my friends in TBI2000.
Finally, I realize that this thesis lack of many things, therefore, I hope
criticsm and suggestions for it's prefection. I hope this thesis would be useful for
the readers. Amin.
ATTENTIVE COUNSELOR NOTE... ii
MOTTO... iii
DEDICATION... iv
ACKNOWLEDGEMENT... v
TABLE OF CONTENTS... vi
CHAPTER I : INTRODUCTION A. Background of the Study... 1
B. Clarification of the Term... 3
C. Statement of the Problem... 3
D. The Objective and the Benefit of the Study... 4
E. Hypothesis... 5
F. Methodology of the Research ... 5
G. Outline of the Study... 8
CHAPTER II REVIEW OF REALED LITERATURE A. Definition of the Teacher... 10
B. Definition of Salary... 24
C. Teacher’s Salary... 25
B. Type of Research... 41
C. Subject of Research... 42
D. The Method of Collecting Data... 42
E. Data Analysis... 44
F. Data Presentation... 45
CHAPTER IV DATA ANALYSIS A. Data Analysis... 48
B. Finding... 54
C. Implication of the research... 54
CHAPTER V CLOSURE A. Conclusion... 55
A. Background of the Study
The law quality of out put and out come may relay on Islamic
elementary schools’ institutions. It comes from several problems, they are; the
lack of the teachers, the mineworker conducted unprepared, and, the teachers’
low work ethos.
Teachers are the most dominant that contribute to determine the
quality of the output. Undedicated teachers may cause the law of teaching
quality since they teach haphazardly’ this low work ethos also contributes
considering the quality of education. Their low work ethos can be caused by
several factors; one of them is the low of salary.
Teacher is one of element in educational system that has to take
accountability to the case. Therefore, they have to be ideal teachers and
playing various functions. In contrast appreciation of Indonesian to teaching
professional is still unrealistic. “Warrior Without Honor“, still becomes
slogan.
Their professionalism should be enhanced to improve the quality of
education. They are often to be blamed when the quality of education
decreases. However, the appreciations of the Indonesian government and the
community to the teachers, particularly the part time teachers, in term of
salary and prosperity are still unsatisfying.
The low salary may cause more complicated problems take for the
instance, the low of teachers’ work ethos, including in elementary school
institution. Accordingly the improvement of part time teacher quality through
the improvement of salary problems.
Although part time teachers are less appreciated but this profession
still become the last choice among young generation. Since the position of
teachers is still strategic, Indonesian government should pay attention not only
to improve their professionalisms but also their salary. They are responsible to
sharp their students’ knowledge so they will be open minded to the world
advantages. We will able to predict what will happen in Indonesia if the
teachers are not professional and their salary is also not improved. It is the fact
that a lot of part time teachers only receive more or less Rp. 25.000 a month. It
is possible that they are able to teach professionally if they get only such a
hind of salary? This is difficult to justify but the writer doesn’t think so.
Dealing with this issue, the writer is interested in conducting a research
on “The Influence of teachers salary toward their work ethos (a case study
among part time teachers of Islamic elementary school in Banyubiru district
Teacher is a person who has idea that must be appearance for the
student’s importance, that can to honor highly, involvement and
preferment of virtue’s religi culture and knowledge.1
Salary is usually monthly payment for regular employment on a
# n
yearly basis.
Teachers’ salary is monthly payment for a person who has idea that
must be appearance for students’ importance that can honor highly,
involvement and performance of virtue religi culture and knowledge.
2. Teacher’s Work Ethos.
Work is use bodily or mental powers with the purpose of doing or
making something.
3
Ethos is code of values by which a group or society live.
Teacher’s work ethos is code of value by teachers’ life to the
purpose of education. 1 2 3
1 Safrudin Nurdin and Basyirun Usman,Guru P rofesion al dan Im plem entasi Kurikulum,
Jakarta, 2002, Page.8
2 Hornby. A .S ,O xford A d va n ced L e a n e r’s D iction ery o f Current English,Oxford University Press, 1974,Page.752
C. Statement of the Problem
From the explanation above, the writer is able to formulate the three
main problems as follows:
1. How is the salary of part time teachers of Islamic Elementary Schools in
Banyubiru District Semarang?
2. How is the work ethos of part time teachers of level of Islamic Elementary
Schools in Banyubiru District Semarang?
3. How far is the influence of the salary of part time teachers of Islamic
'' Elementary Schools in Banyubiru District Semarang toward their work
ethos?
D. The Objective and the Benefit of the Study
1. The objective of the study is as follows:
a. To know the salary of part time teachers of Islamic Elementary
Schools in Banyubiru District Semarang.
b. To know the work ethos level of part time teachers of Islamic
Elementary Schools in Banyubiru District Semarang.
c. To find out of salary level of part time teachers of Islamic Elementary
School in Banyubiru District Semarang toward their work ethos.
2. The Benefit of the Study is as Follows :
Practically this research is expected to contribute to solve the
problem of the part time teachers’ prosperity. It is supposed to be one of
part time teachers of Islamic Elementary School in Banyubiru District
Semarang.
E. Hypothesis
Hypothesis is a proposition attentively assumed in order to draw out its
logical or empirical consequences and so test its accord with facts that are
known or may be determined.4 5
Based on the statement above, the hypothesis of this research says that
there is contribution of the salary level of part time teachers of Islamic
Elementary School in Banyubiru District Semarang to their work ethos
F. Methodology of the Research
The writer has tried to arrange the research methodology
systematically in order to analyze the collected data easily.
1. Population and Sample
a. Population.
Population is all subjects intended to be investigated.3 The
defined population has at least one characteristic that differentiates it
from other groups.6
4 Webster’s Third N ew Dictionary, op.cit. Page. 1117
The population of the research is the part time teachers of
Islamic Elementary Schools in Banyubiru District Semarang, there are
25 teachers.
b. Sample
Sample is part of population that represents the whole
population.7 8 In this research the writer takes all the member of part
time teachers of Islamic Elementary Schools in Banyubiru District
Semarang. There are 25 teachers (13 males and 12 females).
2. The Methods of Collecting The Data
a. Observation
Observation is intended to get the more complicated data to
support questionnaire, beside it is also used to verify data from the
questionnaire. The purpose of the observation is to perceive the nature
and the extent of the significant interrelated elements with social
complex phenomenon.
Observation is the ways to collect the data by direct
o
observation in the field of study (Population or Sample).
b. Questionnaire
Questionnaire is a list of questions to be answered by a group
of people, especially to get facts or information or for a survey.9 In this
7 Arikunto, Suharsimi, P rosedu r P enelitian; Suatu Pendekatan Praktek, Jakarta, Rineka Cipta, 1993, Page.62
8 Iqbal, Hasan, A nalisis D a ta P enelitian D engan Statistik, PT. Bumi Aksara, Jakarta, 2004, Page.23
research it is used to know the influence of salary level of part time
teachers toward their work ethos.
3. Data Analysis
To finding of content analysis inferences about the characteristic of
the phenomena constituting the meaning of the data is gained by analyzing
the relations between the data and its context. The data will be presented in
chapter III.
To analyze the data in this research the methods used is
quantitative then to analysis the item of the influences of part time
teachers’ salary toward their work ethos. The writer uses a system as
follows:
While to find the answer the technique that will use Product
Moment Correlation and the formula goes like this :
rxy = the coefficient correlation of the part teachers’ and their work
ethos.
N
r
X = the sum of the part time teachers’ salary
Y = the sum of the part time teachers’ work ethos
G. Outline of the Thesis
The result of the study was reported in a research paper outlined
bellow:
Chapter I presents Introduction, it contains background of the study,
clarification of the Term, Statement of The Problem, The Objective and The
Benefit of The Study, Hypothesis, Methodology of The research and Outline
of The Study.
Chapter II presents review of definition of the teacher which consists
of kinds of teachers, function of teacher, teaching activities, teaching
professionalism, teaching productivities, definition of salary and kinds of
salary, teacher’s salary and work ethos motivation.
Chapter III presents research methodology. It contains the general
description of part time teachers of Islamic Elementary Schools in Banyubiru
District Semarang, type of research, subject of research, the method of
collecting data, technique of data analysis, data presentation.
Chapter IV presents discussion of result and the result’s implication.
Chapter V presents closure, which contains conclusion and
This chapter discuss about the review of teacher, involve; definition of
teacher, function of teacher, teaching activities, definition of salary, teacher’s
salary and work ethos motivation.
These will explain in the following:
A. DEFINITION OF TEACHER
Teacher is professional employee in field of education, who has to
teach, educates and leads students to have personality.1
Teacher is a person who has idea that must be appearance for the
student’s importance, which can honour highly, involvement and preferment
of virtue’s religious culture and knowledge.
Teacher is one that teaches or instructs; esp.; one whose occupation is
to instruct.1 2 3
Teacher is civil servant employee who given assignments, competence
and responsibility by functionary whose competence to do school education.4
A teacher is a person who helps others learns. Yet teachers do much
more than explain, lecture and drill. They also design materials, make
1 Sardiman,Interaksi dan M otivasi Mengajar, Rajawali Pers, Jakarta, 1998, Page. 148 2 Nurdin,Safrudin,Basyirun Usman,Guru P rofesional dan Im plem entasi Kurikulum, Ciputat Pers,Jakarta, 2003,Page.8
3 W ebster ’s Third. N ew International D ictionary o f English Language, U n abridged Vol 3,
MirriamWebster.Inc, United States o f America, 1981, Page.2346
4 Moekijat,Drs, Kamus Pendidikan dan Pelatihan, Mandar Maju, Bandung, 1993, Page. 13
assignments evaluate the student’s performance and maintain discipline. They
must keep record arrange the classroom, create experience, talk to parents and
counsel students. A teacher assumes a multitude rules.
A teacher has strategic position in improvement of intelligence and
readiness efforts of students to face their future. The student’s successes is
considered of teacher’s success, but the teacher is considered fail if the student
fail too.
1. Kinds of Teacher
There are two kinds of teacher, they are :
a. Civil Servant Teacher (Guru Pegawai Negeri Sip il)
Pegawai Negeri menurut pasal 1 Angka 1 Undang Undang
Nomor 43 Tahun 1999 tentang perubahan atas Undang Undang Nomor
8 Tahun 1974 tentang Pokok pokok Kepegawaian, adalah setiap warga
negara Republik Indonesia yang telah memenuhi syarat-syarat yang
ditentukan dalam Peraturan Perundang-undangan yang berlaku
diangkat oleh pejabat yang berwenang dan diserahi tugas negara
lainnya yang di tetapkan berdasarkan suatu Peraturan Perundang-
undangan dan di gaji berdasarkan Peraturan Perundang-undangan.5
A civil servant teacher must obey profession that arranged by
government in it’s constitution.
b. Part Time Teacher
Part time teacher in Indonesian is Guru Wiyata Bakti or Guru
Honourer. Part time is employed or functioning less than usual or
number of hours.6
Part time teacher is employed or functioning teacher less than
usual or number of hours.
Part time teachers have raised from a concern of Indonesian
education phenomenon, such as a school with a large students but lack
of teachers, specially to the private schools, for example; Islamic
Elementary School.
2. Function of Teacher
The function of the teacher are to sharpen and direct the experience
of the student, to deepen their understanding to use the knowledge as a
means to them intellectual and emotional growth.7
The function of teacher is to stimulate students’ potential and teach
them to learn. Teacher doesn’t make the student to be clever, the teacher
has just given opportunity to find the student’s potential and then improve
it.8
According to developing of educator’s education system 21st
century {system Pendidikan Tenaga Kependidikan Abad ke-21) was
6 The N ew G rolierW ebster International D iction ary o f English Language, The English_Language Institute o f America.Inc, New York, 1974, Page. 691
7 Nawawi,Hadari,DR.H, O rgan isasi Sekolah dan P engelolaan K elas S ebagai Lem baga Pendidikan, PT. Gunung Agung, Jakarta, 1985, Page. 125
published by National Education Ministry in year 2002, main function of
teacher are:9
a. To spell out the policy and education’s base in learning planning’s
form in classroom and out of classroom.
b. To application learning’s component as the system of teaching learning
process.
c. To communicate in profession community, social and to facilitate
society’s learning.
d. To manage the class with learner’s unique characteristic by approach
and right procedure and relevant.
e. To research improve, innovate in education and learning field, and able
to abuse its result to profession improvement.
f. To do function as educator to produce alumna who hold high ethic
value, unity and value of nation glorious, society and religious.
g. To do the function and family planning programme and education’s
administration.
h. To improve conception, attitude and profession’s skill.
i. To abuse technology, environment, culture and social, and nature in
teaching learning’s improving.
A teacher is supposed to able to do the activities which can active
in both of physic and old way of thinking.
A teacher assumes a multitude role. They are:10
a. The Teacher as an Instructional Expert
The teachers must constantly make decisions about teaching
methods. These decisions are based on the number of factors,
including the subject matter to be covered, the abilities and needs of
the students, and overall goals to be reached.
1) The Teacher as Motivator
The teacher motivates the student to act. The grading
method a teacher uses, for example, can motive students to try
harder or give up.
2) The Teacher as Manager
Management includes class’ supervising activities,
organizing lessons, completing forms, preparing test, assigning
grades, training aides, meeting with other teachers and parents, and
keeping records.
3) The Teacher as Leader
Effective teacher is an effective leader, using the power of
the group to promote individual growth.
4) The Teacher as Counsellor
They must try to respond constructively when students’
emotions are getting in the way.
10 Woolfock,Anita E,Nicolich, Lorraine McCune, E ducational P h ysicology f o r Teacher,
5) The Teacher as Environment Engineer
The physical space of a classroom is used can help or
hinder learning.
6) The Teacher as Model
Enthusiasm for a subject will more likely be taught by an
enthusiastic teacher giving a less than
perfect demonstration than by a board instructor lecturing
brilliantly on the value of the subject.
Function of teacher in teaching learning activities are:11
a) The teacher as Information
Teacher is an implementer of informative teaching
laboratory, field study and source of academic and general
activities.
b) The teacher as Organizer
Teacher is an academic implementer, syllabus,
workshop, subject schedule and so on.
c) The teacher as Motivator
Teacher has to stimulate and give support and
reinforment to dynamic learners’ potential, create activity and
creativity. 11
d) The teacher as Director
Teacher has to guide and direct to learner’s learning
activity based on purpose of learning.
e) The teacher as Initiator
Teacher has to be the sparkers of idea in learning
process.
f) The teacher as Transmitter
Teacher will act as disseminator of education and
knowledge wisdom.
g) The teacher as Facilitator
Teacher give facilitate in teaching learning process.
h) The teacher as Mediator
Teacher is as media in learning activities.
i) The teacher as Evaluator
Teacher has to evaluate the learner’s prestige in social
attitude and academic.
3. Teaching Activities
Teaching is both of an art and a science, if it is an art, then teaching
calls for inspiration, institution, talent and creativity very little of which
actually can be taught. If it is a science, however teaching requires
knowledge and skills that can indeed be learned.
Ibid, Page.2
Teaching is an activity to organize the environment as good as and
correlate to the pupil, that be learning activities for the students.13
Teaching is an effort to create conducive condition for significant
and optimum of teaching learning process. It is about transfer of
knowledge and educate by transfer of values.14
Teaching is an activity to organized and conducts teaching learning
process. Because of it each teacher necessary makes teaching planning, so
the teacher can allocate that time efficiency.
One of the teaching stages of teaching that has to be passed by
professional teacher is teaching planning arrange or teaching programme
arrange. It was described by Nana Sudjana (1989:100).15
R.D Conners’ (1980) state that teaching is a fused activity and
implemented gradually, like as described in teaching analyses:16
Teacher’s assignment in Teaching Activities
Pre-active Interactive Post active
Period learning - Management - Student’s progress
planning, subject unit Control of evaluation
planning. transferring . - Planning activities
information - Teaching learning
- Implying verbal and
nonverbal behaviour.
process evaluation
- Student’s congenital - Psychology principle
foothold
- Goal’s formula
- Method of choosing,
learning experience,
tool and matter
application
- Consider student’s - Learning difficulties - Result of student’s
characteristic, teaching diagnostic. learning
action, grouping - Evaluation. Cognitive and
pattern and learning
principle
In teaching activities, a teacher realizes curriculum development
experts would include additional steps. There are three basic steps in the
phase approach to teaching:17
a. The Planning Phase
The teacher should have goals, and selecting a strategy and gathering
the supporting materials.
b. The Implementing Phase
The teaching activity in the implementing stage is the actual
performance of the strategy the teacher has selected. In implementing a
teaching strategy to reach & predetermined goal, teachers must organize and manage their classrooms so the learning process can
process smoothly.
c. The Evaluating Phase
The teacher attempts to gather information that can be used to
determine of his teaching has been successful.
4. Teaching Professionalism
Profession is an occupation usually involving relatively long and
specialized preparation on the level of higher education and governed by
its own code of ethic; profession is one who has required a learned skill
and conforms to ethical standard of profession in which he practice to skill
(Good, 1997, 440).18
17 Jacobsen, David, Paul Eggen, Donald Kauchak, M ethods f o r Teaching, A Skill A pproach, Merril Publishing Compani, Ohio, 1989, Page.xii
Relate to the professionalism, the teacher whose high teaching
ability will get high discipline too. By arrange the right time to adhere to
the order.19
The teachers’ duty is to help the intellectual developing affective
and psychomotor, by transferring the knowledge, problem solving,
affective and skill exercise. The central role of a teacher is to promote
growth and achievement, in example; learning is as an internal process.
This being the case teachers don’t teach students to learn; they disseminate
information, demonstrate desire behaviour, model appropriate behaviour,
and facilitate students’ achievement.20 21 To do all these roles the teachers
need high discipline, such as the teachers dedication to their job as the
model.
Based on SCAN’s (Secretary’s Commission on Achieving
Necessary Skills) research, there are five competences and there are basic
skills to someone to handle the job well:
a. Resources : Identifies, plans and allocates resources.
: work well with others
: acquires and uses information
: understands complex interrelationships b. Interpersonal
c. Information
d. System
e. Technology : works with a variety of technologies.21
19 Anoraga, Panji,SE,MM,P sikologi K erja, Rineka Cipta, Jakarta, 2005, Page.46 20 Op. Cit, Jacobsen, Page. 148
The teachers have high responsible and important role to conduct
of education success or not, seeing that, teacher as professional employee
need guidelines or ethic code for them to avoid from all kinds of
deviations. There are nine teacher’s ethic codes:22
a. Teacher must loyal to lead the leaner to be whole of Indonesian’s
being whose spirit of Pancasila.
b. A teacher has and does professional honesty.
c. Teacher tries to get information about member of leaner as the lead
and cultivate material.
d. Teacher creates school’s environment as well as to support teaching
learning process successfully.
e. Teacher takes care to the same profession, in family spirit and social
loyalty.
f. Teacher takes care of relation to the learner’s parents and environs
society to cultivate gathering part and responsible to education.
g. Teacher takes care and raises PGRI quality as the instrument of
struggle and dedication with togetherness.
Teaching professional is the concept of teaching that must be done
an expert. A professional is a person who has competency, because
competency is very important to perform the professional function. The
characteristic of teacher’s professionalism, to be professional, teacher must
try to obtain the following character traits. They are:23
a. The teachers must to act as the parents to their students.
b. The teachers must develop a good relationship with their students.
c. The teachers must absolutely understand their students
d. The teachers must fulfil their obligations to the community
e. The teachers must be honest and fair
f. The teachers must have pure motivates
g. The teachers must be an example to their students
h. The teachers must have a broad understanding.
i. The teachers must posses good timing
j. The teachers be enthusiastic
k. The teachers must be physically healthy
5. Teaching Productivities
Productivity is increase efficiency and rate at which goods are
produced.24 25
Productivity is meant as comparison of out put with a number of
work sources that was used as in put,
Teaching productivity is increase efficiency and the rate at
teaching learning process. On it, teacher is the main component. Teacher
2j Supriyono dkk, Teknik B elajar D alam CBSA,, Rineka Putra, Jakarta, 1992, P.75 24Homby, As, O xford A d va n ced L e a rn e r’s D ictionary o f Current English, Oxford University Perss, Oxford, New York, 1974 , Page.666
is one of human’s components in teaching learning process, which act in
natural resource potential development.26
In the teaching productivity there are some teachers’ characteristic
to support it, that is, with effective teaching. It is must agree with teaching
professionalism. It means a professionalism employee must have
philosophical perception and steady policy in the way of behaving the
duty.
Someone who called “a teacher” not only to know about the
subject theoretically, but he or she has to have “teacher’s personality” with
all stages adolescent. Because of the teacher must educate the learners’
mentally and so do the knowledge. The teacher must to know the way to
transfer knowledge with the teacher as the model.
Effective teaching most relate to improvement of classroom
climate, management, and feedback and reinforment practices;
involvement in self-improvement and staff development; and
improvement of other teaching practices that increase student engagement
ant content coverage and improve organization, structuring and clarity
expectations, or student interest and motivation.27 * 21
26 Op.Cit, Nawawi, Hadari, Page. 126
B. DEFINITION OF SALARY
Salary is work wages that paid in the settle time.28
Salary is fixed computation paid regularly ( as by the year, quarter,
periodically to person for regular work.31
Salary is an employee earning in the form of money, which is accepted
from work_ giver for work’s achievement had been done in certain period. For
civil servant employee in Indonesia, salary is consist of main salary add other
allowance.32
Kinds of salary system they are:33
1. Time Span Salary’s System
Time span salary’s system is salary’s system giving base on certain span
like as daily, weekly, or monthly.
28 Saliman,Drs, Drs. Sudarsono,SH, Kamus Pendidikan P engajaran dan Umum, Rineka Cipta, Jakarta, 1994, Page.80
29 Op. Cit, Webster, Page.2002 ,0 Op. Cit, Hornby, As, Page.752 31 Op. Cit, The N ew G rolier, Page.847
32 (Editor) Westra, Pariarta, Drs, SH, Drs. Sutarto, Drs. Ibnu Syamsi, Ensiklopedi A dm inistrasi,
Haji Masagung, Jakarta, 1989, Page.392
3j Asikin, Zainal, SH, SU (Ed), H. Agusfiar Wahab,SH, Lalu Husni, SH, Zaeni Alyahdie, SH,
2. Abbreviation Salary’s System
It purposes to change time span salary’s system, if the work’s outcome
unsatisfied.
3. Agreement Salary’s System
It means a salary’s system giving by give some salaries to the certain
group, and then it will distribute to the member of group.
4. Change Span Salary’s System
In this system act of distribution of some salaries are related to price of
selling product in the market.
5. Index Salary’s System
It based on index of life requirement.
6. Share Profit Salary’s System
It like as giving of bonus, if the company get profit in the end of the year.
C. TEACHER’S SALARY
Teacher salary is recompense to be paid to a teacher for regular time.
Teacher’s salaries vary greatly from one part country to another and from one
district to another, even in the same state. In Indonesia there are some policy
toward giving of salary to the teachers, according to the level of position, time
dedication and work achievement.
The advancement in rank of the teachers are based on point credit or
value of work achievement minimal in two years range of time, and it will be
The whole of teacher’s identity, the teacher as be social being. Salary
of civil servant teachers could be different for each level. They have to receipt
their salary after get some butchering for social contributions and others.
D. WORK ETHOS MOTIVATION
Work is sustained physical or mental effort valued as it overcomes
obstacles and achieves an objective or result.34 *
Work is use bodily or mental powers with the purpose of doing or
1 C making something.
Work is activity undertaken in return for payment.36
Ethos is a guiding beliefs, standards, or ideals that characterize or
pervade a group, a community, a people, or an ideology: the spirit that
motivates the ideas, customs, or practices of a people, an epoch, or a region.37 38
Work ethos is the spirit that motivates the physical or mental effort
valued as it outcomes obstacles and achieves an objective or result.
Every action has certain good motivation, recognize or not. It means to
fulfil the requirements. Teaching has motivation too, such as to get salary,
status raising, appreciation and so on.
Motivation is the act or process of motivating.
34 Op.Cit, Webster_, Page.2634 5 Op.Cit, O xford , Page.l 146
36 Op.Cit, N ew G rolier_V ol.H l, Page. 1146 37 Op.Cit, W e b s t e rPage.781
Motivation is a purposed urging, and it called for a vector which
enable for someone to move to get a certain aim.39
Motivation is the process of including a person or a group people, with
distint needs and personalities, to achieve the organization’s objectives, while
also working to achieve their own objectives.40
There two kinds of basic motivation, they are:41
1. Inside Motivation
Urging in action doing. In example; act because of it match to the talent
and interested.
2. Outside Motivation
Urging comes from out of action. In example; act because of high salary.
Work ethos motivation is the spirit that supposed urging the physical
or mental effort valued as it outcomes obstacles and achieves an objective or
result.
9 Op.Cit, Anoraga, Pandji, Page.53
40 Mosley,Donald.C, Paul.H.Piertri, Leon.C.Megginson, M anagem ent L eadership in A ction, Horper Collins Publisherslnc, New York, 1996, Page. 166
A. GENERAL DESCRIPTION OF ISLAMIC ELEMENTARY SCHOOLS
AND THE TEACHER
1. Al M a’arif Islamic Elementary School o f Kebumen ( MI Al M a’arif Kebumen ) Banyubiru
Al Ma’arif Islamic Elementary School of Kebumen sub district
Banyubiru is an accredited Elementary School under the control of
Departement of Religious Affairs and the department of National
Education Which is located in Kebumen Village, Banyubiru, district
Semarang. It is built in January 1st 1956.
The total area of Al Ma’arif Islamic Elementary School of
Kebumen Banyubiru is 1436 meters square. It is divided into two main
infrastructures, namely building and school yard. The total wide of the
building is 1100 meters square. The building construction is permanent
and the institution’s own.
a. The Structure o f the School’s Organization.
b. The Teachers of MI Al Ma ’arif Kebumen
No Name Graduate Civil Servant /
Part Time
Teacher
Duty
1. Mr. Rozikin SI Civil Servant Headmaster
2. Mrs. Maryatun Dll Civil Servant Teacher
3. Mrs. Nur Sururiyah Dll Civil Servant Teacher 4. Mrs. Siti Maemunah SI Civil Servant Teacher 5. Mrs. Siti Barokah SI Civil Servant Teacher
6. Mr. M Chaerun PGA Civil Servant Teacher
c. The Students o f MI Al Ma 'arif Kebumen
d. The Situation of Medium MI Al Ma 'arif Kebumen
There are 6 classrooms for each grade, a headmaster’s room
Departement of Religious Affairs and the department of National
Education Which is located in Demakan Village, Banyubiru, district
Semarang. It is built in January 1st 1967.
The total area of Al Ma’arif Islamic Elementary School of
infrastructures, namely building and school yard. The building
construction is permanent and the institution’s own.
a. The Structure of the School’s Organization
b. The Teachers of MI Al Ma 'arif Demakan
No Name Graduate Civil Servant /
Part Time Teacher Duty 1. Mr. Barkoni Dll Civil Servant Headmaster 2. Mr. Ali Suwamo DII Civil Servant Teacher 3. Mrs. Luwiyati DII Civil Servant Teacher 4. Mrs. Umi Nasiroh DII Civil Servant Teacher
5. Mr. Ashadi DII Civil Servant Teacher
6. Mrs. Laela
Mustafida SI Part Time Teacher Teacher
d. The Situation of Medium MI Al Ma ’arif Rowoboni
There are 5 classrooms for 3 rd to 6th grade, a room for 1st
grade and 2nd grade by turns, a teacher’s room, a living room, a
toilet. For support teaching learning activities there are some tools,
they are: 60 desk, 30 bench, 6 teachers’ table, 6 teachers’ chair, 5
blackboards, a typewriter, 2 clocks, 7 cupboards, 4 sports’ set, a tape
recorder, 3 visual sets.
6. Nurul Huda Islamic Elementary School o f Sepakung (MI Nurul Huda Sepakung) Banyubiru
Nurul Huda Islamic Elementary School of Sepakung sub district
Banyubiru is an accredited Elementary School under the control of
Departement of Religious Affairs and the department of National
Education Which is located in Sepakung Village, Banyubiru, district
Semarang. MI Nurul Huda Sepakung is built in 1970. It is in 1 lOOmdpl.
The total area of Nurul Huda Islamic Elementary School of
Sepakung Banyubiru is 325 meters square, and the wide building is 240
meters square. It is divided into two main infrastructures, namely
building and school yard. The building construction is permanent and the
a. The Structure o f School’s Organisation
b. The Teachers of MINurul Huda Sepakung
No Name Graduate Civil Servant /
Part Time
Teacher
Duty
1. Mr. Sugiri DII Civil Servant Headmaster
2. Mr. Achmadi PGA Civil Servant Teacher
3. Mr. Didik M SI Civil Servant Teacher
4. Mrs. Ianah DII Part Time Teacher Teacher
5. Mr. Askuri DII Part Time Teacher Teacher
6. Mr. Tumari SI Part Time Teacher Teacher 7. Mr. Edi Istiawan DII Part Time Teacher Teacher
c. The Students o f MI Nurul Huda Sepakung
Grade Male Female Total
I 23 16 39
II 15 19 34
III 17 13 30
IV 13 13 26
V 11 10 21
VI 10 14 24
Total 89 85 174
d. The Situation of Medium MI Nurul Huda Sepakung
There are 5 classrooms for 3rd to 6th grade, a room for 1st
grade and 2nd grade by turns, a teacher’s room, a living room, a
toilet. For support teaching learning activities there are some tools,
they are: 74 desk, 74 bench, 10 blackboards, 2 typewriters, 8 clocks,
8 cupboards, 3sports’ set, a tape recorder, 3 visual sets.
B. TYPE OF RESEACRH
The method used in this research is the quantitative method. It means
that data, which are collected will have to shape of numerable than analyze by
the use of statistic.
In this research will analyze the influence of teachers’ salary toward
their work ethos. Since this research will also analyze how far the influence of
C. SUBJECT OF RESEARCH
1. Population
Arikunto states that population is the total number of the subject of
an investigation1
The population of the research is The Part Time Teachers of
Islamic Elementary School in Banyubiru District Semarang, which consist
25 teachers (13 females and 12 males).
2. Sample
In this research the researcher takes all the number of part time
teachers of Islamic Elementary School in Banyubiru District Semarang,
which consist 25 Part Time Teachers (13 Females and 12 Males) in six
Islamic Elementary Schools institutions.
D. THE TECHNIQUE OF COLLECTING DATA
In this research the writer used questioners and interviewing, the
instruments of collecting data are:
1. The questioner
Questioner is a number of written questions, which are used to gain
information from respondent themselves as their knowledge, belief or
action. The questionnaire is used to know the influence of salary level of
part time teachers’ toward their work ethos.
After the writer gives some question for sample, the writer
contracts the result answers distinct from sample. Then the writer
summered the result about the influence of part time teachers’ salary
toward their work ethos. The writer can get data by percentage from part
time teachers’ answers.
2. Interview
An interview is designed from the questioner. The interview was
done after the observation and while asking question orally. The researcher
interviewed The Part Time Teachers, The Headmaster and The Islamic
Education Supervisor (Pengawas Pendidikan Agama Islam) of Banyubiru.
Interview with the part time teachers are intended to get data as
like as the influence of their salary toward their work ethos. And interview
with the headmasters has intended to get the data, as like as the number of
part time teacher in his or her institution, the situation of the teachers and
teaching learning activities. The interviews with the Islamic Education
Supervisor (Pengawas Pendidikan Agama Islam) are to get data of
teachers’ salary and data of Part Time Teachers’ number and their work
institution.
After getting data from the type of objective test the writer can
E. DATA ANALYSIS
To determine whether or not there is influence of teachers’ salary
toward their work ethos. The researcher examined the opinion by computed
the data by applying the formula of the person.
Product moment correlation analysis
While to find the answer the technique that will use Product Moment
Correlation and the formula goes like this:
Explanation
r : The coefficient of variable x and y
Exv : The sum of product multiplying the teachers’ salary
questionare and the work ethos questionare.
Ex : The sum of teachers’ salary questionare.
Ey •' The sum of work ethos questionare
Ex2 : The sum of square of teachers’ salary questionare
Ey2 : The sum of square of work ethos questionare
N : Number of respondent
F. DATA PRESENTATION
In this paper the writer will describe about data presentation with write
To know about how far the influence of part time teachers’ salary toward their
work ethos in Islamic Elementary Schools in Banyubiru District Semarang, the
writer would like to give data analysis using questioners consist of 20 items for
knowing about the teachers’ salary and 20 items to reveal their work ethos.
A. Data Analysis
There are two variables that will be analyzed in this thesis, namely:
1. Independent Variable (x) is Part Time Teachers’ Salary
2. Dependent Variable (y) is Part Time Teachers’ Work Ethos.
There area the result of part time teachers’ salary and part time
teachers’ work ethos
1. The Analysis about part time teachers' salary toward their work ethos of
islamic elementary schools in Banyubiru district Semarang, is to used to
find the part time teaachers' salary.
a. Data of Part Time Teachers’ Salary
No Name of Respondents The Part Time Teachers’ Salary Score
b. Determine interval width, by using the formula as follows:
1. Finding the highest limit score (Ba), is 44
2. Finding the lowest limit score (Bb), is 21
3. After finding Ba and Bb, by using formula as following:
{Ba - Bb) +1 3
(4 4 - 2 l)+ l 23 +1 _ 24 _ g 3 3 ~ 3 ~
c. Classify the degree of part time teachers' salary by interval width. So
it can be known:
1. 36 until 44 is category high score
2. 28 until 36 is category middle score
3. 20 until 28 is category low score
d. Finding the number of an individual in three categories, are high,
middle and low
1. Category high score
— x 100% = 60% 25
2. Category middle score
— x 100% = 36% 25
3. Category low score
e. The percentage of Part Time Teachers' Salary
work ethos of Islamic elementary schools in Banyubiru district Semarang,
is to used to find the part time teachers' work ethos,
a. Data of Part Time Teachers’ Work Ethos
No Name of Respondents The Part Time Teachers’ Work Ethos
b. Determine interval width, by using the formula as follows:
1. Finding the highest limit score (Ba), is 37
2. Finding the lowest limit score (Bb), is 24
3. After finding Ba and Bb, by using formula as following:
( B a - B b
)+1
3(3 7 -2 4 ) + ! 11 + 1 _ 12 _ 3 3 ” 3 ~
c. Classify the degree of part time teachers' salary by interval width. So
it can be known:
1.33 until 37 is category high score
2. 29 until 33 is category middle score
3. 24 until 29 is category low score
d. Finding the number of an individual in three categories, are high,
1. Category high score
e. The percentage of Part Time Teachers' Work Ethos
No Category Interval Frequency Percentage
1 High 33-37 7 28%
2 Middle 29-33 11 44%
3 Low 25-29 7 28%
3. Product Moment correlation analysis this formula is used to find out the
correlation between part time teachers’ salary and part time teachers’ work
ethos as follow:
The Squared and Multiple of X and Y
No X Y X2 Y2 XY
From the computation above, it was obtained that rxy = -0.216 and
then rxy is consulted to the critical value for r table of product moment to
examine whether rxy value is significant or not. The value of r table with
N = 25 and the 5 % significant level is 0,396 and 1% significant level is
0,505. So, it can be concluded that rxy is lower than r table or -0.216 is
lower than 0,396 and 0,505.
Based on the requirement above the correlation between the two
variables was not significance. From the computation above it can be
inferred that there was negative correlation between part time teacher's
salary and their work ethos. There's no influence to the part time teacher's
salary toward their work ethos.
B. Finding
The result findings indicate that there is not significant correlation
between the part time teachers' salary and their work ethos. These facts imply
that part time teachers' salary give a low contribution to their work ethos. They
have high dedication to their job, even though they have not gotten high
salary.
C. Implication of the Research.
Based on the result of the study we know that the part time teachers'
salary give a low contribution to the part time teachers' work ethos is falls on
In this chapter the researcher presents the conclusion and the suggestion of
the research. The conclusion is summary of the findings that have been discussed
in chapter IV. They are the whole answers of the research problems presented in
chapter I. The suggestion, as the follow up of the findings is addressed to part
teachers and the students.
A. Conclusion
This research is proposed to answer whether or not there is significant
correlation between part time teachers' salary toward their work ethos
In her attempts to obtain the intended data, the researcher arranged her
own made questionnaire, which contains question relating to part time
teachers' salary and part time teachers' work ethos.
The result of the research is as follows:
1. The first variable of this research is about part time teacher' salary. The
part time teachers' salary is enough for them. Because it cannot be the
hindrance to them to teach professionally. It can be seen in the result of
the questionnaires form the part time teachers of high score is 60%,
middle score is 36 % and law score is 4%.
2. It is well known that part time teachers work ethos is good enough or it in
the middle can be seen the result of questionnaires from part time teachers'
work ethos' score. It's high score is 28%, middle score is 44%, and low
score is 28%.
3. There is negative correlation between part time teachers' salary toward part
teachers' work ethos. This result is obtained from the computation of the
correlation between part time teachers' salary applied to sample is -0,216.
The critical value of the Pearson r with the 5 % level is 0,396 and 1%
level is 0,505. It means that result obtained from the computation is lower
than its critical value. Therefore the researcher concludes that the
correlation of the two variables above was not significant. It means that
part time teachers' salary has no influence toward their work ethos. They
have high work ethos even though they got low salary.
B. Suggestion
Based on the result of the research, she would like to offer some
suggestions to be considered to enlarge the students’ vocabulary achievement.
The suggestions as follows:
1. The teachers are expected to increase them self quality.
2. The Department of Religious Affair and the department of
National Education are expected to pay attention to the teachers'
salary.
3. The institutions are expected to be facilitator for the teachers'
aspirations to the Department of Religious Affair and the
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Moekijat, Kamus Pendidikan dan Pelatihan, Mandar Maju, Bandung, 1993.
Nurdin Safrudin, and Basyirun Usman,Guru Profesional dan Implementasi Kurikulum, Jakarta, 2002.
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Sardiman, Interaksi dan Motivasi Mengajar, Rajawali Pers, Jakarta, 1998.
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Woolfock, Anita E, Nicolich, Lorraine McCune, Educational Physicology for Teacher.
ANGKET
Identitas Nama Instansi
Lingkarilah alternatif jawaban di bawah ini yang sesuai dengan keadaan bapak / ibu guru!
A. Kesejahteraan
1. Apakah bapak / ibu guru merasa kerasan bekeija di sekolah ini? a. Ya, saya kerasan
b. Kadang-kadang ingin pindah
c. Kalau ada pekeijaan ditempat lain saya akan pindah.
2. Apakah selama menjalankan profesi sebagai guru honorer bapak/ ibu guru merasa cukup menerima honor?
a. Sangat mencukupi b. Pas-pasan
c. Kurang dari cukup
3. Selama mengajar apakah kenaikan honor bapak/ibu guru lancar? a. Sangat lancar
b. Kurang lancar c. Sangat sulit
4. Selama ini apakah honor yang bapak/ ibu guru terima cukup untuk memenuhi kebutuhan hidup?
a. Sangat mencukupi b. Cukup
c. Tidak Cukup
5. Setiap ada penerimaan honor ada semacam pemotongan honor yang diterima dengan untuk biaya administrasi, apakah bapak/ibu guru setuju dengan adanya pemotongan honor tersebut?
a. Sangat setuju b. Setuju
c. Kurang setuju
6. Setiap kali mengajar, sarana transportasi apa yang bapak/ibu guru gunakan? a. Mobil pribadi
b. Kendaraan bermotor
7. Apakah selama menjadi guru honorer bapak/ibu guru pernah mengalami tekanan dalam bidang ekonomi?
a. Belum pernah b. Jarang
c. Selalu
8. Pernahkah bapak/ibu guru mendapat teguran atau intimidasi apabila melakukan kerja sampingan selain sebagai guru honorer?
a. Belum pernah b. Kadang-kadang c. Pernah
9. Pernahkah ketika bapak/ibu guru terkena musibah mendapatkan bantuan linansial dari tempat anda mengajar?
a. Selalu
b. Kadang-kadang mendapatkan c. Tak pernah mendapatkan
10. Salah satu upaya peningkatan kesejahteraan guru honorer, pemerintah memberikan gaji intensif dalam kurun waktu tertentu, apakah bapak/ibu guru mendukung dengan adanya hal tersebut?
a. Sangat mendukung b. Selalu mendukung c. Kurang mendukung
11. Pernahkah bapak/ibu guru mendapatkan gaji intensif sebagai guru honorer? a. Belum pernah
b. Kadang-kadang c. Pernah
12. Apakah pemberian gaji intensif yang diberikan kepada bapak/ibu guru selalu tepat waktu?
a. Tidak
b. Kadang-kadang c. Selalu
16. Selama menjadi guru honorer, apakah bapak/ibu guru dalam mengurus administrasi kerja mendapat kesulitan?
a. Selalu
b. Kadang-kadang c. Tidak
17. Pada saat mengurus administrasi keija, apakah bapak/ibu guru merasa mendapatkan diskriminasi atau pembedaan terhadap guru honorer dari instansi kerja lain?
a. Belum pernah b. Jarang
c. Selalu
18. Apakah bapak/ibu guru merasa bahwa penghasilan yang bapak/ibu guru terima dari kerja sampingan tersebut lebih bisa diandalkan dalam memenuhi kebutuhan sehari-hari dari pada penghasilan sebagai guru honorer?
a. Ya
b. Kadang-kadang c. Tidak
19. Apakah bapak/ibu guru merasa pernah mendapatkan intimidasi (tekanan) dari tempat bapak/ibu guru bekerja?
a. Belum pernah b. Jarang
c. Selalu
20. Apakah penurusan administrasi kerja yang bapak/ibu guru lakukan tiap jangka waktu tertentu mengganggu konsentrasi bekerja bapak/ibu guru?
a. Ya
b. Kadang-kadang c. Tidak
B. EtOS K erja
1. Apakah bapak/ibu guru setiap mengajar membuat perencanaa? a. Selalu
3. Pernahkah Bapak/ibu guru mencatat hasil evaluasi belajar? a. Sering
b. Kadang-kadang c. Tidak pernah
4. Berapa kali bapak/ibu guru mebuat perencanaa pengajaran dalam mengajar? a. Sebulan sekali
b. Setiap cawu c. Setahun sekali
5. Apakah bapak/ibu guru senang mengajar? a. Sangat senang
b. Senang c. Biasa saja
6. Bagaimana perasaan bapak/ibu guru ketika prestasi belajar baik? a. Sangat senang
b. Senang c. Biasa saja
7. Ketika prestasi siswa rendah, bagaimanakah perasaan bapak/ibu guru? a. Sangat sedih
b. Sedih c. Biasa saja
8. Apakah gaji bapak/ibu guru dapat menjadikan motivasi dalam mengajar? a. Selalu
b. Kadang-kadang c. Tidak pernah
9. Dalam mengajar, pernahkah bapak/ibu guru memperhatikan waktu? a. Sering
b. Kadang-kadang c. 'l'idak pernah
10. Dalam mengajar, pernahkah bapak/ibu guru datang lebih awal? a. Sering
11. Bagaimana perasaan bapak/ibu guru ketika melanggar tata tertib guru? a. Sangat merasa bersalah
b. Mersa bersalah
c. Tidak merasa bersalah
12. Pernahkah bapak/ibu guru terlambat waktu mengajar? a. Tidak pernah
b. Kadang-kadang c. Sering
13. Dalam mengajar pernahkah bapak/ibu guru berusaha meningkatkan prestasi siswa?
a. Sering
b. Kadang-kadang c. Tidak pernah
14. Apakah bapak/ibu guru memberikan perhatian lebih terhadap siswa yang kurang mengasai pelajaran dibanding dengan siswa yang lebih menguasai pelajaran?
a. Selalu
b. Kadang-kadang c. Tidak pernah
15. Apakah bapak/ibu guru akan berusaha melengkapi sarana dan prasarana yang ada disekolah untuk menunjang prestasi siwa?
a. Selalu
b. Kadang-kadang c. Tidak pernah
16. Apakah bapak/ibu guru memberikan jam pelajaran tambahan ketika jam pelajaran yang disediakan dirasa kurang?
a. Selalu
b. Kadang-kadang c. Tidak pernah
17. Apakah bapak/ibu guru melakukan diskusi (pembicaraan) tentang prestasi siswa disekolah terhadap orang tua yang bersangkutan?
a. Selalu
b. Kadang-kadang c. Tidak pernah
18. Apakah bapak/ibu guru lebih memilih menggunakan suatu metode pengajaran berdasarkan kebutuhan, dari pada metode yang sudah ditetapkan?
a. Sering
19. Pernahkah bapak/ibu guru mendapatkan dukungan terhadap metode mengajar yang bapak/ibu guru gunakan selama ini?
a. Pernah
b. Kadang-kadang c. Tidak pernah
20. Apakah dalam mengembangkan kreatifitas bekerja bapak/ibu guru merasa terbatasi?
a. tidak
b. kadang-kadang c. selalu
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28
Bersih-bersih Kota dan Kampanye Polusi Udara
GPA Kota Salatiga 12 Juni 2005 Peserta
t
latiga, 31 Agustus 2006 Pembantu Ketua Bidang Akademik
SURAT KETERANGAN
Mahasiswa tersebut benar-benar telah mengikuti kegiatan-kegiatan sebagaimana tersebut dibawah ini:
NO NAMA KEGIATAN PELAKSANAAN KETERANGAN
1 LATSAR Keteateran XIII 19-21 Okt 2000 Peserta
2
Diskusi dan buka bersama TEATER
GETAR “Insan, Seni dan Budaya” 30 Nov 2000 Panitia
3 Ramadhan In Campus 16 Des 2000 Panitia
4
Kegiatan Bersama, Sarasehan, Pentas Teater dan Whorkshop keteateran (teater Getar Salatiga dan
teater RUKE Semarang) 19-21 Okt 2001 Panitia
5
Kenduri Teater bersama Dewan
Kesenian Salatiga 11-14 Nov 2001 Panitia
6 LATSAR Keteateran XIV 28-31 Maret 2002 Panitia
7
Gebyar Teater (Teater GETAR Salatiga, teater Nol Surakarta, Teater
Peron UNS) 4-10 Juni 2002 Panitia
8
Pentas Keliling 4 Kampus (STAIN Salatiga, UNSIQ Wonosobo, UMM
Magelang, LTKSW Salatiga) 11-20 Juni 2002
Panitia/Tim Produksi
9 LATSAR XV 03-06 Okt 2002 Panitia
10 Ramadhan In Campus 21 Okt 2002 Panitia
11
Pentas Produksi XXIII “Nyidam " Keliling 2 Kota (Kota Salatiga, dan Boyolali)
10, 14 Maret 2003 Panitia/ Tim Produksi
12 Pekan Budaya 30 Apr-09 Mei 2003 Panitia
13 LATSAR XVI 02-05 Okt 2003 Panitia
14 LATSAR XVII 07-10 Okt 2004 Panitia
1103060)
b. Luas Gedung m2
No Jenis Peralatan A da/ Tidak Jum lah Keterangan
Assalamualaikum wr. Wb
Yang bertanda tangan di bawah ini, Kepala Madrasah Ibtidaiyah Demakan Kec. Banyubiru, dengan ini menerangkan dengan sesungguhnya bahwa;
Nama : Nurul Azizah NIM : 113 00 043
Mahasiswa : Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga Jurusan : Tarbiyah
Program Study : Tadris Bahasa Inggris (TBI)
Benar-benar telah mengadakan penelitian di Madrasah Ibtidaiyah Demakan kecamatan Banyubiru. Demikian surat keterangan ini di buat dengan sebenar-benarnya dan agar dapat digunakan sebagaimana mestinya.
Wassalamualaikum wr. Wb
Banyubiru, ic Agustus 2006
