ADAB MENUNTUT ILMU

ADAB PENUNTUT ILMU

Menuntut ilmu adalah satu keharusan bagi kita kaum muslimin. Banyak sekali dalil yang menunjukkan keutamaan ilmu, para penuntut ilmu dan yang mengajarkannya.
Adab-adab dalam menuntut ilmu yang harus kita ketahui agar ilmu yang kita tuntut berfaidah bagi kita dan orang yang ada di sekitar kita sangatlah banyak. Adab-adab tersebut di antaranya adalah:

1. Ikhlas karena Allah I .

Hendaknya niat kita dalam menuntut ilmu adalah kerena Allah I dan untuk negeri akhirat. Apabila seseorang menuntut ilmu hanya untuk mendapatkan gelar agar bisa mendapatkan kedudukan yang tinggi atau ingin menjadi orang yang terpandang atau niat yang sejenisnya, maka Rasulullah e telah memberi peringatan tentang hal ini dalam sabdanya e :

"Barangsiapa yang menuntut ilmu yang pelajari hanya karena Allah I sedang ia tidak menuntutnya kecuali untuk mendapatkan mata-benda dunia, ia tidak akan mendapatkan bau sorga pada hari kiamat".( HR: Ahmad, Abu,Daud dan Ibnu Majah

Tetapi kalau ada orang yang mengatakan bahwa saya ingin mendapatkan syahadah (MA atau Doktor, misalnya ) bukan karena ingin mendapatkan dunia, tetapi karena sudah menjadi peraturan yang tidak tertulis kalau seseorang yang memiliki pendidikan yang lebih tinggi, segala ucapannya menjadi lebih didengarkan orang dalam menyampaikan ilmu atau dalam mengajar. Niat ini - insya Allah - termasuk niat yang benar.

2.Untuk menghilangkan kebodohan dari dirinya dan orang lain.

Semua manusia pada mulanya adalah bodoh. Kita berniat untuk meng-hilangkan kebodohan dari diri kita, setelah kita menjadi orang yang memiliki ilmu kita harus mengajarkannya kepada orang lain untuk menghilang kebodohan dari diri mereka, dan tentu saja mengajarkan kepada orang lain itu dengan berbagai cara agar orang lain dapat mengambil faidah dari ilmu kita.

Apakah disyaratkan untuk memberi mamfaat pada orang lain itu kita duduk dimasjid dan mengadakan satu pengajian ataukah kita memberi mamfa'at pada orang lain dengan ilmu itu pada setiap saat? Jawaban yang benar adalah yang kedua; karena Rasulullah e bersabda :

"Sampaikanlah dariku walupun cuma satu ayat (HR: Bukhari)
Imam Ahmad berkata: Ilmu itu tidak ada bandingannya apabila niatnya benar. Para muridnya bertanya: Bagaimanakah yang demikian itu? Beliau menjawab: ia berniat menghilangkan kebodohan dari dirinya dan dari orang lain.

3. Berniat dalam menuntut ilmu untuk membela syari'at.

Sudah menjadi keharusan bagi para penuntut ilmu berniat dalam menuntut ilmu untuk membela syari'at. Karena kedudukan syari'at sama dengan pedang kalau tidak ada seseorang yang menggunakannya ia tidak berarti apa-apa. Penuntut ilmu harus membela agamanya dari hal-hal yang menyimpang dari agama (bid'ah), sebagaimana tuntunan yang diajarkan Rasulullah e. Hal ini tidak ada yang bisa melakukannya kecuali orang yang memiliki ilmu yang benar, sesuai petunjuk Al-Qor'an dan As-Sunnah.

4. Lapang dada dalam menerima perbedaan pendapat.

Apabila ada perbedaan pendapat, hendaknya penuntut ilmu menerima perbedaan itu dengan lapang dada selama perbedaan itu pada persoalaan ijtihad, bukan persoalaan aqidah, karena persoalaan aqidah adalah masalah yang tidak ada perbedaan pendapat di kalangan salaf. Berbeda dalam masalah ijtihad, perbedaan pendapat telah ada sejak zaman shahabat, bahkan pada masa Rasulullah e masih hidup. Karena itu jangan sampai kita menghina atau menjelekkan orang lain yang kebetulan berbeda pandapat dengan kita.

5. Mengamalkan ilmu yang telah didapatkan.

Termasuk adab yang tepenting bagi para penuntut ilmu adalah mengamalkan ilmu yang telah diperoleh, karena amal adalah buah dari ilmu, baik itu aqidah, ibadah, akhlak maupun muamalah. Karena orang yang telah memiliki ilmu adalah seperti orang memiliki senjata. Ilmu atau senjata (pedang) tidak akan ada gunanya kecuali diamalkan (digunakan).

6. Menghormati para ulama dan memuliakan mereka.

Penuntut ilmu harus selalu lapang dada dalam menerima perbedaan pendapat yang terjadi di kalangan ulama. Jangan sampai ia mengumpat atau mencela ulama yang kebetulan keliru di dalam memutuskan suatu masalah. Mengumpat orang biasa saja sudah termasuk dosa besar apalagi kalau orang itu adalah seorang ulama.

7. Mencari kebenaran dan sabar

Termasuk adab yang paling penting bagi kita sebagai seorang penuntut ilmu adalah mencari kebenaran dari ilmu yang telah didapatkan. Mencari kebenaran dari berita berita yang sampai kepada kita yang menjadi sumber hukum. Ketika sampai kepada kita sebuah hadits misalnya, kita harus meneliti lebih dahulu tentang keshahihan hadits tersebut. Kalau sudah kita temukan bukti bahwa hadits itu adalah shahih, kita berusaha lagi mencari makna (pengertian ) dari hadits tersebut. Dalam mencari kebenaran ini kita harus sabar, jangan tergesa-gasa, jangan cepat merasa bosan atau keluh kesah. Jangan sampai kita mempelajari satu pelajaran setengah-setengah, belajar satu kitab sebentar lalu ganti lagi dengan kitab yang lain. Kalau seperti itu kita tidak akan mendapatkan apa dari yang kita tuntut.

Di samping itu, mencari kebenaran dalam ilmu sangat penting karena sesungguhnya pembawa berita terkadang punya maksud yang tidak benar, atau barangkali dia tidak bermaksud jahat namun dia keliru dalam memahami sebuah dalil.Wallahu 'Alam.

Dikutip dari " Kitabul ilmi" Syaikh Muhammad bin Shalih Al'Utsaimin
.(Abu Luthfi)

ADAB PENUNTUT ILMU

Menuntut ilmu adalah satu keharusan bagi kita kaum muslimin. Banyak sekali dalil yang menunjukkan keutamaan ilmu, para penuntut ilmu dan yang mengajarkannya.
Adab-adab dalam menuntut ilmu yang harus kita ketahui agar ilmu yang kita tuntut berfaidah bagi kita dan orang yang ada di sekitar kita sangatlah banyak. Adab-adab tersebut di antaranya adalah:

1. Ikhlas karena Allah I .

Hendaknya niat kita dalam menuntut ilmu adalah kerena Allah I dan untuk negeri akhirat. Apabila seseorang menuntut ilmu hanya untuk mendapatkan gelar agar bisa mendapatkan kedudukan yang tinggi atau ingin menjadi orang yang terpandang atau niat yang sejenisnya, maka Rasulullah e telah memberi peringatan tentang hal ini dalam sabdanya e :

"Barangsiapa yang menuntut ilmu yang pelajari hanya karena Allah I sedang ia tidak menuntutnya kecuali untuk mendapatkan mata-benda dunia, ia tidak akan mendapatkan bau sorga pada hari kiamat".( HR: Ahmad, Abu,Daud dan Ibnu Majah

Tetapi kalau ada orang yang mengatakan bahwa saya ingin mendapatkan syahadah (MA atau Doktor, misalnya ) bukan karena ingin mendapatkan dunia, tetapi karena sudah menjadi peraturan yang tidak tertulis kalau seseorang yang memiliki pendidikan yang lebih tinggi, segala ucapannya menjadi lebih didengarkan orang dalam menyampaikan ilmu atau dalam mengajar. Niat ini - insya Allah - termasuk niat yang benar.

2.Untuk menghilangkan kebodohan dari dirinya dan orang lain.

Semua manusia pada mulanya adalah bodoh. Kita berniat untuk meng-hilangkan kebodohan dari diri kita, setelah kita menjadi orang yang memiliki ilmu kita harus mengajarkannya kepada orang lain untuk menghilang kebodohan dari diri mereka, dan tentu saja mengajarkan kepada orang lain itu dengan berbagai cara agar orang lain dapat mengambil faidah dari ilmu kita.

Apakah disyaratkan untuk memberi mamfaat pada orang lain itu kita duduk dimasjid dan mengadakan satu pengajian ataukah kita memberi mamfa'at pada orang lain dengan ilmu itu pada setiap saat? Jawaban yang benar adalah yang kedua; karena Rasulullah e bersabda :

"Sampaikanlah dariku walupun cuma satu ayat (HR: Bukhari)
Imam Ahmad berkata: Ilmu itu tidak ada bandingannya apabila niatnya benar. Para muridnya bertanya: Bagaimanakah yang demikian itu? Beliau menjawab: ia berniat menghilangkan kebodohan dari dirinya dan dari orang lain.

3. Berniat dalam menuntut ilmu untuk membela syari'at.

Sudah menjadi keharusan bagi para penuntut ilmu berniat dalam menuntut ilmu untuk membela syari'at. Karena kedudukan syari'at sama dengan pedang kalau tidak ada seseorang yang menggunakannya ia tidak berarti apa-apa. Penuntut ilmu harus membela agamanya dari hal-hal yang menyimpang dari agama (bid'ah), sebagaimana tuntunan yang diajarkan Rasulullah e. Hal ini tidak ada yang bisa melakukannya kecuali orang yang memiliki ilmu yang benar, sesuai petunjuk Al-Qor'an dan As-Sunnah.

4. Lapang dada dalam menerima perbedaan pendapat.

Apabila ada perbedaan pendapat, hendaknya penuntut ilmu menerima perbedaan itu dengan lapang dada selama perbedaan itu pada persoalaan ijtihad, bukan persoalaan aqidah, karena persoalaan aqidah adalah masalah yang tidak ada perbedaan pendapat di kalangan salaf. Berbeda dalam masalah ijtihad, perbedaan pendapat telah ada sejak zaman shahabat, bahkan pada masa Rasulullah e masih hidup. Karena itu jangan sampai kita menghina atau menjelekkan orang lain yang kebetulan berbeda pandapat dengan kita.

5. Mengamalkan ilmu yang telah didapatkan.

Termasuk adab yang tepenting bagi para penuntut ilmu adalah mengamalkan ilmu yang telah diperoleh, karena amal adalah buah dari ilmu, baik itu aqidah, ibadah, akhlak maupun muamalah. Karena orang yang telah memiliki ilmu adalah seperti orang memiliki senjata. Ilmu atau senjata (pedang) tidak akan ada gunanya kecuali diamalkan (digunakan).

6. Menghormati para ulama dan memuliakan mereka.

Penuntut ilmu harus selalu lapang dada dalam menerima perbedaan pendapat yang terjadi di kalangan ulama. Jangan sampai ia mengumpat atau mencela ulama yang kebetulan keliru di dalam memutuskan suatu masalah. Mengumpat orang biasa saja sudah termasuk dosa besar apalagi kalau orang itu adalah seorang ulama.

7. Mencari kebenaran dan sabar

Termasuk adab yang paling penting bagi kita sebagai seorang penuntut ilmu adalah mencari kebenaran dari ilmu yang telah didapatkan. Mencari kebenaran dari berita berita yang sampai kepada kita yang menjadi sumber hukum. Ketika sampai kepada kita sebuah hadits misalnya, kita harus meneliti lebih dahulu tentang keshahihan hadits tersebut. Kalau sudah kita temukan bukti bahwa hadits itu adalah shahih, kita berusaha lagi mencari makna (pengertian ) dari hadits tersebut. Dalam mencari kebenaran ini kita harus sabar, jangan tergesa-gasa, jangan cepat merasa bosan atau keluh kesah. Jangan sampai kita mempelajari satu pelajaran setengah-setengah, belajar satu kitab sebentar lalu ganti lagi dengan kitab yang lain. Kalau seperti itu kita tidak akan mendapatkan apa dari yang kita tuntut.

Di samping itu, mencari kebenaran dalam ilmu sangat penting karena sesungguhnya pembawa berita terkadang punya maksud yang tidak benar, atau barangkali dia tidak bermaksud jahat namun dia keliru dalam memahami sebuah dalil.Wallahu 'Alam.

Dikutip dari " Kitabul ilmi" Syaikh Muhammad bin Shalih Al'Utsaimin
.(Abu Luthfi)

ADAB PENUNTUT ILMU

Menuntut ilmu adalah satu keharusan bagi kita kaum muslimin. Banyak sekali dalil yang menunjukkan keutamaan ilmu, para penuntut ilmu dan yang mengajarkannya.
Adab-adab dalam menuntut ilmu yang harus kita ketahui agar ilmu yang kita tuntut berfaidah bagi kita dan orang yang ada di sekitar kita sangatlah banyak. Adab-adab tersebut di antaranya adalah:

1. Ikhlas karena Allah I .

Hendaknya niat kita dalam menuntut ilmu adalah kerena Allah I dan untuk negeri akhirat. Apabila seseorang menuntut ilmu hanya untuk mendapatkan gelar agar bisa mendapatkan kedudukan yang tinggi atau ingin menjadi orang yang terpandang atau niat yang sejenisnya, maka Rasulullah e telah memberi peringatan tentang hal ini dalam sabdanya e :

"Barangsiapa yang menuntut ilmu yang pelajari hanya karena Allah I sedang ia tidak menuntutnya kecuali untuk mendapatkan mata-benda dunia, ia tidak akan mendapatkan bau sorga pada hari kiamat".( HR: Ahmad, Abu,Daud dan Ibnu Majah

Tetapi kalau ada orang yang mengatakan bahwa saya ingin mendapatkan syahadah (MA atau Doktor, misalnya ) bukan karena ingin mendapatkan dunia, tetapi karena sudah menjadi peraturan yang tidak tertulis kalau seseorang yang memiliki pendidikan yang lebih tinggi, segala ucapannya menjadi lebih didengarkan orang dalam menyampaikan ilmu atau dalam mengajar. Niat ini - insya Allah - termasuk niat yang benar.

2.Untuk menghilangkan kebodohan dari dirinya dan orang lain.

Semua manusia pada mulanya adalah bodoh. Kita berniat untuk meng-hilangkan kebodohan dari diri kita, setelah kita menjadi orang yang memiliki ilmu kita harus mengajarkannya kepada orang lain untuk menghilang kebodohan dari diri mereka, dan tentu saja mengajarkan kepada orang lain itu dengan berbagai cara agar orang lain dapat mengambil faidah dari ilmu kita.

Apakah disyaratkan untuk memberi mamfaat pada orang lain itu kita duduk dimasjid dan mengadakan satu pengajian ataukah kita memberi mamfa'at pada orang lain dengan ilmu itu pada setiap saat? Jawaban yang benar adalah yang kedua; karena Rasulullah e bersabda :

"Sampaikanlah dariku walupun cuma satu ayat (HR: Bukhari)
Imam Ahmad berkata: Ilmu itu tidak ada bandingannya apabila niatnya benar. Para muridnya bertanya: Bagaimanakah yang demikian itu? Beliau menjawab: ia berniat menghilangkan kebodohan dari dirinya dan dari orang lain.

3. Berniat dalam menuntut ilmu untuk membela syari'at.

Sudah menjadi keharusan bagi para penuntut ilmu berniat dalam menuntut ilmu untuk membela syari'at. Karena kedudukan syari'at sama dengan pedang kalau tidak ada seseorang yang menggunakannya ia tidak berarti apa-apa. Penuntut ilmu harus membela agamanya dari hal-hal yang menyimpang dari agama (bid'ah), sebagaimana tuntunan yang diajarkan Rasulullah e. Hal ini tidak ada yang bisa melakukannya kecuali orang yang memiliki ilmu yang benar, sesuai petunjuk Al-Qor'an dan As-Sunnah.

4. Lapang dada dalam menerima perbedaan pendapat.

Apabila ada perbedaan pendapat, hendaknya penuntut ilmu menerima perbedaan itu dengan lapang dada selama perbedaan itu pada persoalaan ijtihad, bukan persoalaan aqidah, karena persoalaan aqidah adalah masalah yang tidak ada perbedaan pendapat di kalangan salaf. Berbeda dalam masalah ijtihad, perbedaan pendapat telah ada sejak zaman shahabat, bahkan pada masa Rasulullah e masih hidup. Karena itu jangan sampai kita menghina atau menjelekkan orang lain yang kebetulan berbeda pandapat dengan kita.

5. Mengamalkan ilmu yang telah didapatkan.

Termasuk adab yang tepenting bagi para penuntut ilmu adalah mengamalkan ilmu yang telah diperoleh, karena amal adalah buah dari ilmu, baik itu aqidah, ibadah, akhlak maupun muamalah. Karena orang yang telah memiliki ilmu adalah seperti orang memiliki senjata. Ilmu atau senjata (pedang) tidak akan ada gunanya kecuali diamalkan (digunakan).

6. Menghormati para ulama dan memuliakan mereka.

Penuntut ilmu harus selalu lapang dada dalam menerima perbedaan pendapat yang terjadi di kalangan ulama. Jangan sampai ia mengumpat atau mencela ulama yang kebetulan keliru di dalam memutuskan suatu masalah. Mengumpat orang biasa saja sudah termasuk dosa besar apalagi kalau orang itu adalah seorang ulama.

7. Mencari kebenaran dan sabar

Termasuk adab yang paling penting bagi kita sebagai seorang penuntut ilmu adalah mencari kebenaran dari ilmu yang telah didapatkan. Mencari kebenaran dari berita berita yang sampai kepada kita yang menjadi sumber hukum. Ketika sampai kepada kita sebuah hadits misalnya, kita harus meneliti lebih dahulu tentang keshahihan hadits tersebut. Kalau sudah kita temukan bukti bahwa hadits itu adalah shahih, kita berusaha lagi mencari makna (pengertian ) dari hadits tersebut. Dalam mencari kebenaran ini kita harus sabar, jangan tergesa-gasa, jangan cepat merasa bosan atau keluh kesah. Jangan sampai kita mempelajari satu pelajaran setengah-setengah, belajar satu kitab sebentar lalu ganti lagi dengan kitab yang lain. Kalau seperti itu kita tidak akan mendapatkan apa dari yang kita tuntut.

Di samping itu, mencari kebenaran dalam ilmu sangat penting karena sesungguhnya pembawa berita terkadang punya maksud yang tidak benar, atau barangkali dia tidak bermaksud jahat namun dia keliru dalam memahami sebuah dalil.Wallahu 'Alam.

Dikutip dari " Kitabul ilmi" Syaikh Muhammad bin Shalih Al'Utsaimin
.(Abu Luthfi)

REASEARCH PROPOSAL

TEACHING READING COMPREHENSION BY USING MIND MAPPING TO THE ELEVENTH GRADE STUDENTS

AT SMA NEGERI BANGUN JAYA

1.        Background

Reading as one of the four language skills which the main goal is to get or find out information from the written text. In reading, the students must comprehend all the contents and also the information in the text clearly. Reading is looking for and understanding of something written text or printed. As Finocchiaro and Bonomo (1974:19), state that reading is bringing and getting meaning from printed or written materials.

The best way to become a better reader is by reading a lot. Best readers are people who love to read and who read often. In order to understand and learn new things, students must be able to comprehend what they read, so they know how to obtain information and apply concepts to their learning process.

Although comprehension is important in reading, it is not sufficient. The students might have a flawless understanding as they read it, but forget much the information soon after. So, they should remember the material. Saleh (1997:41) state that the students can increase their knowledge by reading English books and other written materials, so the teaching and learning activities should concentrate on reading.

In this case, reading need comprehension, so in reading process the reader know what the text about. Hernowo (2004:51), explains that comprehension is part of our life. Every time, you make sense of your world. In fact, your brain could compare to every complicated computer. Information is constantly coming in about what you see, her, smell, touch, or taste. Your brain receives all the pieces of information, interprets them, and saves them.

Moreover, reading is a language skill to understand a form of written language that has to be mastered by the students who learn English, starting from elementary school, up to university level. So, there are so many university students who have done researches on the topic of teaching in reading comprehension by using differences method or techniques. Some of them like: teaching reading comprehension through group work activities to the eight year students of SMP Negeri Surulangun by Nofriani in 2009; teaching reading comprehension by using picture and sentences matching to the seventh year students of SMP Negeri Terawas by Betty Astry in 2010; application of jigsaw in teaching reading comprehension to tenth year students of SMA PGRI Lubuklinggau by Anita Sari in 2009; and many others, actually could not be said one by one.

Based on the researcher above, there are so widest of the reading in all element school, the writer will focus in senior high school. Reading at senior high school has an aim to increase the students’ ability in comprehending the text based on several genres. Besides, Kurikulum Tingkat Satuan Pendidikan (KTSP), states that reading comprehension must be mastered by the students.

Being able to read in English is very important as we know that success in reading is necessary because it is one of basics tool in education. In high school and college, reading ability becomes even more important. Through reading, we acquire new ideas, obtain needed information, seek support for our ideas and broaden our interest. We can also get the message that writer has expressed (Setiyadi, 2006:67).

If reading came naturally, teaching would be a much easier task. The people would learn to read as readily as they learn to speak. But in fact, reading must be taught systematically, one small step at a time. That is why good language teachers with the some good teaching techniques are so important.

Actually, there are many teaching techniques to make easier in teaching and learning process. Here the writer is interested in teaching reading by using mind mapping because he believes that it can be more effective to make the students get the idea easily in reading comprehension. Devised by Tony Buzan, mind mapping is a tool and a modern learning technique that arranges one’s visual ideas and tries to interconnect them. The technique is used to graphically arrange and link concepts with other concepts and issues. It’s a vast study that allows to create, capture, organize and communicate understood interactive visual representations of information and complex ideas.

In this study, the writer tries to describe the effectiveness of mind mapping in teaching reading comprehension. By doing this research, the writer wants to know whether or not teaching reading comprehension by using mind mapping is effective.

2.        Formulation of the Problem

Based on the background above, the formulation can be stated in the following question “Is it effective to teach reading comprehension by using mind mapping to the eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011?”

3.        The Scope of the Research

The Scope of this study is limited only to the eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011. The technique of this teaching reading comprehension in this study is mind mapping. While, the text in this study is limited on the Narrative text.

4.        Objective of the Research

Based on the formulation of the problem above, the objective of this research is to find out whether or not it is effective to teach reading comprehension by using mind mapping to the eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.

5.        Significance of the Research

The result of this research is expected to contribute something for the development of English teaching and learning process, especially to the students, the teachers of English and writer himself. They are as follows:

a.    The students can develop their reading comprehension by using mind mapping. The students will be had treatments in studying reading comprehension by using mind mapping. They know a technique will get a technique that is easier in comprehending texts or books. 

b.    The teachers of English will get valuable information of the teaching reading comprehension by using mind mapping. They can read the result of this research and get a new technique in teaching reading comprehension. Beside it, the teachers of English will be know that there are so many techniques in teaching reading comprehension, especially by using mind mapping.

c.    The writer will get more knowledge and experience in doing this research, especially about teaching reading comprehension by using mind mapping. The writer will know students’ motivation when they were learning reading comprehension at class. After that, the writer solves the students’ problems in learning reading comprehension by using a technique mind mapping.

6.        Operational Definitions

To avoid misunderstanding about this topic, it is important to define several terms used in this study. They are as follows:

a.    Teaching

Teaching is transformation process of knowledge from the teacher to the students that uses technique to make the students understand about the material easily. Teaching in this study refers to teaching reading comprehension by using mind mapping to the eleventh grade students of SMA Negeri Bangun Jaya in the academic year of 2010/2011.

b.   Reading Comprehension

Reading is exercise dominated by the eyes and the brain. The eyes receive messages and the brain, and then have to work out the significance of these messages. Reading as a thinking process which included decoding of symbol and applying the ideas derived from the symbols. 

Reading comprehension is a process of understanding the written text in order to know the contents of it. Reading comprehension in this study refers to narrative text.

c.    Mind Mapping

Mind mapping is one of techniques that can be used for teaching. A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. In this study, Mind Mapping is used in teaching reading comprehension of narrative text.

d.   Effectiveness

Effectiveness is derived from the adjective “effective” which means it can get the title effect or procedure the intended result. The effectiveness is an improvement on the result of students’ score in pre-test to the post-test after given treatments of mind mapping.

7.        Literature Reviews

a.    Theoretical Descriptions

In the related theories, the writer will present 1) the concept of teaching, 2) the concept of reading, 3) the concept of reading comprehension, 4) The Concept of Narrative Text, 5) the concept of teaching reading comprehension, 6) the concept mind mapping, 7) the benefit of mind mapping, 8) the process to make mind mapping, 9) teaching reading comprehension by using mind mapping.

1)   The Concept of Teaching

Teaching is a profession that conducts by using combination of art,science, and skill. It is an art because it relies on the teacher’s creative of provision of the best possible learning environment and activities for himself.

There are several definitions about teaching. According to Page (2002:1-2) teaching is relationship between teacher and learner. The learner gets the benefit of the learning, while the teacher gets credit for the teaching. Teaching is introducing, providing and mediating experiences. Teaching is helping students make sense out of their experiences and helping them to harmonize, analyze, synthesize, discuss, compare, contrast, and discover personal meaning in the experiences. Teaching is also a communication procedure. It is our responsibility to communicate history to our history students.

According to Alvin (2006:6) states that teaching is the activity that tries to help someone to acquire change of the develop skill, attitude, deal with appreciation. According to Saleh ( 1997:20) teaching is learning centered and humanistic, that is the teacher who serves as guide in learning process, but it is the students who assume some responsibility for how much learning take place. Saleh (1985:34) states that teaching in mainly way of guiding students to obtain the amount and quality of experience which will help best develop their potential as human being.

According to Saleh (1985:38), the teacher does three principles activities to carry out the job. There are as follows:

a)    Planning

Effective teaching demands thorough planning. Every teacher has to make a plan of lesson.

b)    Implementation

The implementation of lesson plan is carried out in the classroom, it takes from of presentation and repletion drill and practice.

c)    Evaluation

Evaluation should be based on instructional objectives and evaluates to find out the degree of accomplishment of objectives, without evaluate on both the teacher and the student will not know whether they are successful or not.

From the statements above, it can be concluded that teaching is one aspect of education, the style of teaching, approach the method of teaching and how to manage in the classroom.

2)   The Concept of Reading

According to Rubin (1993:5), reading is a complex, dynamic process that involves the bringing of meaning and the getting of meaning from the printed page. Cooper et.al. (1986:239) states that reading is a process of constructing or developing meaning from printed text that is formed by two basic components, decoding and comprehension. Richard, et.al (1986:239) states that reading is the process of getting and understanding the meaning of some words from the text.

So, reading means not only the ability to pronounce the words but also understands and remembers about the writer message and able to decode words and their meaning when he or she reads. Reading defined as an individual’s total inter-relationship with symbolic information. Think of the learner as interacting with the environment, taking in information, integrating it, using it. Reading is also a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements.

3)   The Concept of Reading Comprehension

Effective reading comprehension is the culmination of mastering vocabulary, phonics, fluency, and reading comprehension skills. Person having good comprehension skills is considered as active reader, with and ability to interact with the words by understanding its complete meaning and the concept behind it. Thus skill of reading comprehension distinguishes an active reader from a passive reader who just read the text without getting its meaning (Pakhare, 2009:8). Meanwhile, Hornby  (1985:967) states that  reading is to look at and understand the meaning of written or printed words or symbols. According to Haris (1964:19), that reading comprehension is the meaningful interpretation of printed or written verbal symbol as the result that represent of the interaction between the perception of graphics symbol that represent language and readers; language and skill and the knowledge of the world.

According to Pakhare (2010:1) reading comprehension teaching aims at:

a)    To let better grasping of the context sequence and the characters narrated in text.

b)   Certain parts of the text can confuse readers. Reading comprehension skills works on this aspect to get the clear idea of the meaning of the text.

c)    Helps to create the questionnaire based on the text about its theme or idea. It often helps in better understanding of the said paragraph.

d)   Experiences and predict the next probable event in the course based on the information has been given in the narration.

From the statements above, it can be concluded that reading comprehension means achieving, understanding, evaluating, and utilizing the information from the printed materials. The idea gained through and interaction between the reader and author.

4)   The Concept of Narrative Text

Narrative text is the text that tells the reader about the past story. Narration is a story telling, to narrate is to tell a story and to give account of something that happened in time Farness (2006:9). It retells all the stages or steps of a happening, usually in detail so that the reader identify with what happened.

A narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. Narrative is popular because they present a plot which consists of complications and resolutions. They make people feel curious and anxious with the ends of the stories. The generic structure of narrative usually has four components (but the one is optional): a) Orientation, b) Complication, c) Resolution, and d) Re-orientation (it is optional).

a)    Orientation: which sets the scene and introduces the participants (characters) of the story, the time and place the story happened (Who, what, when and where).

b)   Complication: which a crisis or a problem arises, which usually involves the characters.

c)    Resolution: which a solution to the problem (for better or worse). Here main characters find ways to solve the problem.

d)   Re-orientation: it presents the summations consist of moral values and sometimes consist the solution.

5)   The Concept of Teaching Reading Comprehension

Pilgrim (2010:1-2) explains types on teaching reading comprehension, they are:

a)    Develop Vocabulary Powers

Without knowing what words mean, comprehension is impossible. So, we must focus on developing the word power of children. Teaching students to look for word meanings in the dictionary is important. A good practice is, to make children underline words, that they do not understand in the first reading and then discus them in class.

b)   Do not Proceed Without Understanding

One good rule to follow in class is teaching children not to continue reading without understanding. Every sentence must be understood before they go for the next one. Make students feel free to ask their doubts if they do not understand.

c)    Grasping the Heart of the Matter

Teach them how reading is made simpler when you understand the heart of the matter or the central idea of a passage. That way, they can easily connect and understand what binds all the sentences together and what is really being talked about.

d)   Using Contextual Clues

One thing to teach students is that reading is a lot like detective work. You need to figure out the meanings of sentences through the context in which they are used. Teach them to question every line until the meaning is made clear, relevant to the context. It is all a matter of practice.

e)    Visualizing What is Written

One of the simplest ways of mastering reading comprehension is visualizing what you read. Encourage students to visualize what they are reading. Especially, when you have given a story reading assignment, encourage children to visualize as they read. It is all about teaching reading strategies that help them to look beyond those black words printed on white and see the thoughts, images and ideas they represent.

From the types on teaching reading comprehension above, it can be concluded that teaching reading comprehension is processes transferring what about the material has gotten by the students, help them to understand what about the information if they have difficulties, to build up the students’ vocabulary, to build and visualize what the teacher and the students read, and guiding to develop the students’ potential.

6)   The Concept of Mind Mapping

Tony Buzan, the originator of the technique, describes mind mapping as a radiant, hierarchical thinking technique. By this he means that mind maps are built up by starting at the centre and radiating out to successive levels of detail. The generally take a hierarchical or tree branch format, with ideas branching into their subsections. Mind mapping allows for greater creativity when recording ideas and information, as well as allowing the note-taker to associate words with visual representations.

Mind mapping is a thinking technique. “It is great for note making – exploring your own thoughts, planning, organizing, thinking creatively, making associations and gaining insights - and for note-taking – recording information in meetings, discussion, lectures etc. or summarizing books and other written material”. (Buzan. 2010:12).

Mind mappings are diagrams that are used to represent ideas, words, tasks, etc. which are linked and centered on a keyword. They help in visualizing problems and help make decisions to reach to an innovative effective solution. Their four important characteristics are:

a)         A central image that represents the subject

b)        The important themes of the subject diversify from the central image known as main branches

c)         Minor themes are linked to important (major) themes

d)        A nodal structure connects all branches

So, mind mapping is the concept of our brain like a tree or map by starting in the centered and one topic branches to the sub topics. Mind mapping is a method for managing information thoroughly.

7)   The Benefits of Using Mind Mapping

Hernowo (2004:121), there are many benefits gained by recording using a mind map.

The first is the Mind Map to increase the awareness of the way:

a)         Seeing the big picture of a problem as well as see detailed information.

b)        Given the complex information more easily such information has been grouped according to how someone considering including its relationship with the same or different subjects.

c)         Overcoming the information that has been booming since arranged and grouped in such a way. Mentally it also makes a person more organized and coherent in understanding a problem.

Second, mind map also increase a person's ability to imagine, remember, concentrate, take notes, increase the interest and able to resolve the issue. This is achieved because the mind map teaches to see the issue as a whole and see its relations to another one. This is the most difficult in conventional records. Not only have that, with this note, the learning management become easier. New information can be added, connected, and at any time associated with pre-existing information.

The third, mind mapping stimulates one's creative side through the use of curved lines, colors and images. This made a note at once into a beautiful work of art. Mentally we will make it easier to remember. Mind map will stimulate the ability to compare the existing information in the form of fact, the idea of including statistical data.

The forth, mind map helps someone make an interesting record in a short time. In addition, the record is able to open a good understanding and the creative side to stimulate the emergence of new ideas and new insights, even when making the record itself. Mind maps can also explain the objectives, plans, ideas, and thoughts in a clear and structured.

8)   The Process to Make Mind Mapping

Buzan (2010:15-16), explained the seven laws of mind mapping.

a)    Start in the centre of landscape page.

Because starting from middle can give our brain to disseminate to all direction and to lay open free itself with interest natural.

b)   Use an image or picture for your central idea.

A picture has a meaning of a thousand word and assist we use imagination. A central picture will be more draw, making we remain to focus, assisting we is have concentration, and activate our brain.

c)    Use color throughout.

Color make mind mapping more vivid, adding energy to creative idea, and pleasant.

d)   Connect mind branches to the central image.

e)    Make braches curve and flow

f)    Use just one key word per-line and notice how the words are the same length as the lines.

g)   Use image throughout. How the images make the mind map more interesting and therefore memorable.

9)   Teaching Reading Comprehension by Using Mind Mapping

There are some steps in teaching reading by using mind mapping. The steps are as follows:

a)    The teacher prepares the material of reading text and a paper.

b)   Divides the material reading text and a paper into the students.

c)    The students read the material reading text and make mind mapping like the steps above.

(1)   Read the material reading text

(2)   Take a paper and arrange a mind mapping

(a)    Take a paper landscape position;

(b)   Find out central idea as guider in the centered form;

(c)    Use an image or picture for your central idea;

(d)   Make braches curve and flow;

(e)    Use just one key word per-line and notice how the words are the same length as the lines;

(f)    Use image throughout. How the images make the mind map more interesting and therefore memorable.

d)   Commands to the students compile the material reading text.

e)    Asks to the students to answer the question about the reading text by using a paper of mind mapping.

f)    Checking the students’ answer.

b.   Related Previous Studies

The writer found a journal and a thesis which is supposed relevant to this topic he is going to investigate. The journal was written by Douglas Fisher was the title Text Mapping Plus; Improving Comprehension through Supported retellings. Based on the Douglas’ data (2010:425), Kelly Johnson regularly uses text mapping plus with her students. Employing a gradual release of responsibility model for introducing text mapping, including teacher modeling of good retelling skills and how to use a text map, Kelly has significantly improved her students’ performance. In term of achievement data 88% of her students progressed at least one full year on the state achievement test. This compares with 67% district wide. Although 18% of her students score ‘far below basic’ on their eight-grade test, none of them scored in the lowest category of performance on their ninth-grade test.

The writer found the similarity and difference between the topics he is going to investigate and the topic of Douglas Fishers’ journal. The similarity is investigating about mind mapping. The difference is the relevant journal investigated text mapping plus improving comprehension through supported retelling; the writer will investigate the effectiveness of teaching reading comprehension by using mind mapping.

On the other hand, the writer found a thesis which supposed to be relevant to his topic. The thesis was written by Khusniah, student of English Education Study Program at the Faculty of Teacher Training and Education of STKIP PGRI Lubuklinggau in 2009. The title of her thesis is “Teaching Reading Comprehension through Discussing the Scramble Paragraphs to the First Grade Students of SMA Negeri 2 Lubukliggau”. The result of her test were analyzed by using the matched t-_test . She found that the result of matched t-_test was 2.021. It exceeded the t-_critical value (1.67). Based on the result of her data analysis, she found that students’ reading comprehension was satisfied because the t-_obtained is higher than t-_table. It means that is significantly effective to teach reading comprehension through discussion of scramble paragraphs to the first grade students of SMA Negeri 2 Lubuklinggau.

The similarities to the Khusniah’s thesis are both the topic is investigating about reading comprehension. Beside it, the writer found the differences between the topics. First, the difference is the relevant thesis investigated teaching reading comprehension thorough discussing of scramble paragraphs to the tenth grade students of SMA Negeri 2 Lubuklinggau; the writer will investigate the effectiveness teaching reading comprehension by using mind mapping to the eleventh grade at SMA Negeri Bangun Jaya. Second, the relevant thesis used a true experimental through the randomized pretest-posttest control group design; the writer will use a quasi-experimental method with one-group pretest-posttest.

c.    Theoretical Framework

Below is a chart of theoretical framework.

CHART 1

THEORETICAL FRAMEWORK

Observation

SMA Negeri Sukakarya

SMA Negeri Bangun Jaya

Population/ Sample

Try Out Class

Reliability and Validity

Pre-test

Treatment

Material relevant/ Narrative text

Try Out

 

Post-test

                             

Conclusion

 

8.        Hypotheses

According to Hornby (2000:616), a hypothesis is something that assumed to be true for the sake of argument or as a starting point for an enquiring, although its truth has not been proved. In this study, the writer purposes two hypotheses namely null hypothesis (Ho) and alternative hypothesis (Ha). The hypotheses are formulated as follows:

a.    The null hypothesis (Ho) is stated that it is not effective to teach reading comprehension by using mind mapping to eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.

b.    The alternative hypothesis (Ha) is stated that it is effective to teach reading comprehension by using mind mapping to eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.

The hypotheses will be tested based on the empirical data. For testing the hypotheses, the writer will use the t-_table (t-_tab). Since the significance level is 95% (0.05) for one-tailed testing with df = 31, the t_critical value in the t-_table is 1.697 (See Hatch and Farhady, 1982:272).Based on the number of the students as the sample and the level of significance, the critical values of this research are as follow:

a.    If the t-_obtained is less than 1.697, the null hypothesis is accepted.

b.    If the t-_obtained equals or exceeds 1.697, the null hypothesis is rejected and consequently, the alternative hypothesis is accepted.

9.        Method of Research

a.    Research Design

The method in this investigation the writer will use a quasi-experimental method with one-group pretest-posttest. Dealing with this method, Subana and Sudrajat (1980:14), state that a quasi-experimental method is to approximate the condition of all relevant variables and involve in the experiment.

The table of this design is as follow:

TABLE 1

ONE GROUP PRE-TEST AND POST-TEST

Group	Pre- Test	Treatment	Post- Test
Experiment	T1	X	T2

                                                                           (Subana and Sudrajat, 2001:99)      

Where  :

T₁              = Pre- Test

X           = Treatment

T₂              = Post- Test

The steps which will be taken in doing this experiment research are as follows:

1)   surveying the related literature;

2)   identifying the research problems;

3)   formulating research hypothesis;

4)   constructing the experiments plan;

5)   giving the Pre- Test for a group of experimental;

6)   treat the experimental group with a special method;

7)   collecting the data by giving the Pos- Test for a group of experimental;

8)   writing the research report.

There are two research variables in this study, independent variable and dependent variable. First, the independent variable is using mind mapping because it can influence the students’ achievement in reading comprehension. Second, the students’ achievement in reading comprehension is the dependent variable because it is influenced by the dependent variable.

CHART 2

RESEARCH VARIABLES

Mind Mapping

Students’ Achievement in Reading Comprehension

 

Independent Variable (X)                             Dependent Variable (Y)

b.   Population and Sample

In this section, the writer will describe (1) population and (2) sample, as follows:

1)        Population

Arikunto (2006:130) says that population is the whole subject research. Ary, et.al. (in Sukardi 2003:53) state that population is all members of well defined class of people, events or subjects. In this study, the population will be all the eleventh grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.

The population of the investigation is described in the following table.

TABLE 2

POPULATION OF THE STUDY

No	Class	Students
1 2 3	XI IA XI IS.1 XI IS.2	37 32 32
Total		101

            (Source: SMA Negeri Bangun Jaya in the academic year of 2010/2011)

2)      Sample

Sukardi (2003:54) state that the sample is any group of individual which is selected to represent a population. Sample is a part of representative of population investigated. From the explanation above the writer took one class as the sample of this investigation. The writer used the cluster random sampling to choose the sample. 

The cluster random sampling is one of the techniques to choose a sample from the population has been given. It is choose one of sample by randomizing of group the sample, Fraenkel and Wallen (1993:136). Before it, must be divided the population to be some parts. And then, identifying or names them. In this part the writer has three parts of population.  Cluster random sampling was done by writing the names of three classes from the eleventh grade students at SMA Negeri Bangun Jaya in the small pieces of paper and then put and mixed them in the glass then the writer took one of them. Based on this technique, the writer got the students from the class XI IS 1 as the experimental group consisting of 32 students.

c.    Techniques for Collecting the Data

1)      Test

The data are collected by giving the students a test. There are two kinds of test, they are pre- test and post- test. The best used to know the students ability in reading comprehension. According to Hornby (2000:1233), a test is a short examination of knowledge or ability, consisting of question that must be answer or activities that must be carried out. The test that will be used in this research is an objective test in form of multiple choices item. The test consist 35 items which have five options in each item.

d.   Techniques for Analyzing the Data

This study will find out the effectiveness teaching reading comprehension by using mind mapping. For this purposes, the data obtained will be analyzed through three techniques, they are: Individual Score, comparison to Minimum Mastery Criteria, and the Matched t-_test.

1)        Individual Score

Individual score will be applied to find out the students’ individual score in reading comprehension test. The formula is as follows (Hatch and Farhady, 1982:43)

Is =  X 100

Where:     

Is  = Individual score

R  = Total number of correct answer

N  = Number of item test

2)      Minimum Mastery Criteria

The minimum mastery criteria are as follow:

TABLE 3

MINIMUM MASTERY CRITERIA

Standar Kompetensi	Memahami makna teks fungsional pendek sederhana berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
5. Membaca
Kompetensi Dasar	5.2 Merespon makna dalam langkah retorika dalam esai yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Indikator	Kriteria Penetapan KKM			Jumlah Skor	KKM
	Komplek-sitas	Daya Dukung	Intake		Indikator
·      Mengidentifikasi makna kata dalam teks yang dibaca	2	2	2	x 100	67
·      Mengidentifikasi komplikasi dalam sebuah cerita narasi	2	2	2	x 100	67
·      Mengidentifikasi kejadian dalam teks yang dibaca	3	2	2	x 100	78
·      Mengidentifikasi ciri-ciri dari benda/ orang yang dilaporkan	3	2	2	x 100	78
·      Mengidentifikasi kasus yang dibahas dalam teks	3	2	2	x 100	78
·      Mengidentifikasi argumen yang diberikan	2	2	1	x 100	56
·      Mengidentifikasi langkah-langkah retorika dari teks	2	2	2	x 100	67
·      Mengidentifikasi tujuan komunikasi teks yang dibaca	2	2	1	x 100	56
Jumlah skor indikator = 569/9 = 63.22 Minimum mastery criteria of reading comprehension is 63

  (Source: SMA Negeri Bangun Jaya in the academic year of 2010/2011)

        From the table of minimum mastery criteria above, it can be stated that the students will master the material if their scores are equal or higher than 63. On the other hand, they will fail in mastering the material if their scores are below 63.

3)    Matched t-_test

The result of the test will be analyzed by using matched t-_test. According to Hatch and Farhady (1982:116), there two form of t-_test, at-test for dependent means and independent means. Thus, we may give our students pre-test and post-test hope to able to compare the two means. Formula of the matched t-_test  is as follow:

t-_obt =

Where:       

t-_obt  = t- obtained.

    = the students’ means correct answer in the pre-test.

    = the students’ means correct answer in the post-test.

  = Standard error of difference.

To calculate the , the writer will apply the following formula:

  =

Where:

  = Standard error of difference.

SD  = Standard Deviation of the set of test score.

N     = Number of test items.

The standard deviation (SD) will be calculated by using the formula below:

SD  =

Where:

SD  = Standard Deviation of the set of test score.

X     = Correct answers.

1      = Constant number.

N     = Number of test items.

e.    Accountability of the Research

1)   Validity

According to Heaton (1989:159), validity means the degree to which a test measure what is supposed to which is intended. According to Heaton (1989:159-161), there are three aspect of validity corresponding to the three aims of testing may be content validity, face validity and construct validity.

In this study, the writer used content validity. To make the test material having high degree of content validity, the writer referenced it to the curriculum or syllabus of SMA Negeri Bangun Jaya and also consulted them to his two thesis advisors in constructing them. By doing this, the writer hopes that the test materials really measure the students’ mastery in reading. The following table will show the distribution of the test items.

TABLE 4

TEST SPESIFICATION

No	Objectives	Items	Number of Items
1 2 3 4 5 6 7	Main Ideas Identify the Complications Identify the Events Identify the things/ people Identify the Arguments Identify the generic structure Identify the Purposes	5 6 3 12 4 3 2	12, 18, 27, 30, 33. 3, 5, 9, 25, 29, 32. 1, 14, 35. 2, 4, 6, 8, 19, 20, 21, 23, 26, 28, 31, 34. 7, 11, 13, 15. 10, 16, 22. 17, 24.
Total		35

2)   Reliability

The reliability of the test material is evaluate thorough internal consistency reliability, it is measure to which the items or part of a test homogenous or consistent with each other (Heaton, 1989:162).To find out the reliability of the test, the writer will hold the try out test at SMA Negeri Sukakarya In this case, the will take the students from class XI I.A. To know the reliability of the test items, the writer will use Kuder Richardson 21 (KR-21) formula: The following is formula of the Kuder-Richardson (KR-21), (See Fraenkel and Wallen, 1993:149).

The formula is as following:

KR-21 =

Where:       

KR-21 = Reliability Coefficient

K         = Number of item in the test

M        = Means of Test Score (Average Number of the students’

                            correct answer)

SD       = Standard Deviation of the Set of Test Score

The standard deviation (SD) will be calculated by using the formula below:

SD  =

Where:

SD       = Standard Deviation of the Set of Test Score

X         = Correct answers

N         = Total student number

1                    = Constant number

10.    Tentative Organizing of the Thesis

Tentative organizing of the thesis will be consist five chapters. Chapter I will be consist introduction which will be consist: background; formulation of the problem; the scope of the problem; objective of the research; significance of the research; and operational definition. Chapter II will be consist literature reviews which will be consist: theoretical description; related previous studies; theoretical framework; and hypotheses.

Chapter III will be consist method of the research which will be consist: research design; population and sample; technique for collecting data; technique for analyzing data; and accountability of the research. Chapter IV will be consist findings and discussion which will be consist: findings; discussion; and limitation of the study. Chapter V will be consist conclusion and suggestion which will be consist: conclusion; and suggestion.

11.    Tentative Schedule

a.    Preparation

1)        Library research                                                               Nov 2010

2)        Stating the problems                                                        Dec 2010

3)        Making the design                                                           January 2011

4)        Having Thesis Examination                                             May 2011

b.    Data Collection

1)        Pre-test and Pos-test                                                        May 2011

c.    Analyzing the Data                                                                 June 2011

d.   Writing the Thesis                                          

1)        Writing the thesis draft chapter by chapter         May-August2011

2)        Consulting the draft with advisor