Mind Mapping: Reading Comprehension Technique of Arabic Texts for Students in Higher Education

: In the context of the curriculum in Madrasah (Islamic school), using mind mapping in the learning process of Arabic text reading skills is an alternative chosen to improve student's reading competence. This study aimed to describe the design process of learning Arabic text reading skills by utilizing mind mapping techniques, as well as showing the form of mind mapping that has been prepared by students individually and in groups. Qualitative method was a suitable method used in this research with the object of research was students of Arabic language study program. The research data was extracted through observation and documentation. Observation is done by observing the course of the learning process and documentation in the form of student work in the form of mind mapping is analyzed. The International Class Program (ICP) of students selected in this study amounted to 50 students in department of Arabic Language and Literature at Universitas Islam


Introduction
Mind mapping has been able to improve student's reading comprehension, especially in Arabic texts. So far, reading comprehension of second language texts has been done by looking up vocabulary through e-dictionaries and hard dictionaries, which are felt to be understanding the text has not been maximized, it is still limited to understanding textually. In contrast to mind mapping which is considered a powerful technique to help comprehensive reading comprehension of texts. 1 Mind mapping has been able to develop and organize ideas and information in text visually. 2 As done by university students, they can present and explain the contents of the text using mind mapping. In addition, mind mapping is able to solve student difficulties, remember new vocabulary, take notes, and improve text reading skills. 3 Mind mapping is considered a technique that is up-to-date, creative, useful, and very possible to be used by students. 4 Mind mapping was initiated by Buzan, he stated that mind mapping is the easiest technique to get information into the brain and extract information from the brain. 5 Mind mapping is defined as a creative, effective note-taking technique. 6 Mind mapping is basically a way of mapping a child's mind and a natural expression of how the human brain works. 7 Mind mapping is an outline, where the main categories radiate from the central image and the branch categories are described as larger branches. 8 Hernacki added that mind mapping is defined as a technique of utilizing the whole brain by using visual images and other graphic infrastructure to form speech. 9 Mind mapping is made using words, colors, lines, and images to make mind mapping an easy way to get information from inside and outside the brain.
A new way of learning and practicing that is fast and powerful, a way to take notes that are not boring, and the best way to generate ideas -new ideas and planning projects. 10 Mind mapping can be understood as a tool used to stimulate thoughts. 11 Mind mapping is also called concept mapping information to represent ideas in diagrams using 1 Nataliia Orlova, "Efficiency Of Mind Mapping For The Development Of Speaking Skills In Students Of Non-Linguistic Study Fields," Science and Education, 2017, https://doi.org/10.24195/2414-4665-2017  understanding the meaning of words textually and contextually, being able to follow the organization of sections and identify antecedents and references in them, the ability to draw conclusions and identify main ideas. 18 Reading skill is an important skill in human life. 19 There are many benefits obtained from reading, for example, it can improve brain work, increase knowledge, and can hone memory. 20 Several existing studies focus on using mind mapping in language learning can be mapped into two domains. First, mind mapping is used as a facility in improving student's abilities in language skills. 21 The results of the research reported by Karim

Methods
This study used qualitative methods, namely research that aims to understand phenomena about the conditions and experiences of subjects and research objects, such as behavior, perceptions, motivations, actions, etc. 3031 Methods that guide research to explore and photograph social situations and conditions that will be thoroughly, broadly and in-depth researched. The research tries to describe the mind mapping that is implemented in the learning process of reading skills.

The object of research is students of the Arabic Language and Literature Study
Program, Maulana Malik Ibrahim State Islamic University, Malang. This research is limited to students who take reading skills courses in the first semester. The ICP (International Class Program) class was chosen to implement the use of mind mapping as a means of understanding Arabic texts. ICP students were chosen on the grounds that they have better Arabic competence compared to other classes. They were grouped into two classes consisting of 50 students, each class consisting of 25 students. They are given texts with the same theme to read, understand, and make mind maps, which are then presented in front of the class.
The procedure used in this study went through three stages, namely the pre-field stage, the field work stage, and the data analysis stage. 32 The pre-field stage of this research begins with a desk review examining writings that present learning experiences using mind mapping of various language and non-language-related materials. The summary of the research results is used as a basis for mapping the central issues of this research. These materials also form the basis for writing a literature review. object. At this stage, as much data as possible is collected according to the focus of the problem and research objectives. The data analysis phase is carried out using all data collected from the research field. At this stage a discussion of the data found during the data mining process in the field is carried out.
The data in this study through observation and documentation. Observation is a data collection technique that is carried out through direct observation of the research object using the five senses. 33 Observations were made by making observations on the process of teaching reading skills by applying mind mapping as a means for students to be able to explain the contents of the text. Observations were made on students reading texts, looking for difficult words, understanding texts and compiling mind maps and presenting them. This type of direct observation is carried out in classes that are used as research objects.
In contrast to documentation techniques, namely techniques that are carried out by collecting data in the form of documents, both written documents, images, and electronics. 34 Documentation data in the form of mind mapping that has been prepared by students either individually or in groups. This research document is in the form of an image is given writing as an explanation. The image consists of circles, squares, ovals, and lines (thick and thin) as a link and given a variety of colors.
The data that has been collected is then analyzed with qualitative research stages, namely data reduction, data display, and drawing conclusions.

Results and Discussion
The process of using mind mapping as a technique to improve reading comprehension of Arabic texts. Comprehension of reading texts using mind mapping is practiced in reading Arabic texts for students for the 2021-2022 academic year. The assignment consists of 3 texts covering the themes of tarbawy, diny, and ijtimaiy. This mind mapping technique is practiced in semester 2 students. Of the three themes, two are individual assignment texts and one group text. The text is provided by the lecturer in the form of a PDF file which is shared via e-learning. All students can access and download it. There are five stages carried out by students in understanding the text and presenting it with mind mapping.  Figure 1 illustrated the five stages that students take in understanding the text using mind mapping. The first stage, reading the text as a whole which consists of 3-5 pages. They were asked to read the entire text aloud and underline the words that were considered difficult. Previously, students took turns reading aloud to find out the truth of the reading according to the rules of Arabic. Students who have not had the opportunity to read aloud, they listen to their friend's readings, and they are involved in providing corrections. Arabic is a second language for research participants, so reading the entire text is required before they understand the meaning of the vocabulary in each text. 35 Fluency in text reading cannot be measured by understanding the text read. Thus, they need to read the text by highlighting words that are considered foreign and do not know their meaning.
The second stage is to find the meaning of difficult words that have been marked.
Each student is given time to look up the meaning of a word in a dictionary or e- dictionary. Students understand the meaning textually at this stage. They discuss each other with friends in the same class, in understanding the textual meaning of sentences that are considered difficult or foreign to them. The third stage, students make contextual meaning. Contextual meaning can be understood through a thorough understanding. That is understanding the text in one sentence or in one paragraph. In addition, students can understand the core of a sentence or paragraph and can pick the main idea.
The fourth stage is making a mind map and applying mind mapping techniques in the process of understanding the text. Students are given the freedom to use the mind mapping model. Most of them use the Buzan model mind mapping. Where a mind map is made with graphic images, has a different font size between main ideas and explanations, and uses different line thicknesses and graphic scales for clearer mind mapping. Students can understand the contents of the text and can present the contents of the text in mind mapping. The fifth stage, presenting the contents of the text through mind mapping.
Students are given special time to present their understanding of the text through mind mapping that has been made. A total of 7 students were randomly selected from each class to visually present their understanding of the text that had been determined.
These five steps are learning techniques that are carried out in providing reading skills material. Learning techniques are a way that someone does in implementing a particular method. 36 Learning techniques can also be interpreted as a person's learning style by using specific methods both individually and in groups. 37 The way the teacher conveys the subject matter so that it is easily understood by students. 38

Mind mapping compiled by students individually
Students individually compile a mind map from the reading text that has been determined by the teacher or lecturer. They carry out the stages of learning reading skills, until they produce a mind mapping structure as an illustration of their understanding of the text. All students have the same assignment from several texts with the theme of tarbawy texts, and ijtima'iy texts, as shown in the sample in figure 2.  Figure 2 showed the results of mind mapping that has been made and compiled by students in individual assignments in the material of qiroa'ah muwasa'ah. Where students are given a simple text reading consisting of 3-5 pages. The themes provided are related to daily activities and are experienced directly by students. Figure 2 showed the tarbawiy text, from the two mind mapping samples it can be illustrated that each student is able to map the text according to what they understand, and has extraordinary innovation and creativity in visualizing the understanding of Arabic text. The same text was given to all students, which resulted in various mind mappings that they were able to compose.
Creating an atmosphere in the classroom environment that motivates students to be dynamically involved in the learning process. Mind mapping is considered as a teaching strategy that has led to student activity. 41 Students are encouraged to understand the text, to be able to organize the main ideas, and set it in the form of a mind map. They can be assisted in organizing ideas and writing in a more effective way. 42 Mind mapping can also increase critical thinking skills and reading comprehension skills for students. 43 In line Kholida Munasti shows that mind mapping has been able to develop student's creativity in expressing ideas, initiatives, skills, high curiosity, actualizing imagination, and courage in expressing opinions. 44 Several research results corroborate that mind mapping has succeeded in helping students solve problems, generate creative ideas, easily remember new vocabulary, 42 Hazaymeh and Alomery, "The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability." 43

Mind mapping compiled by students collaboratively
The use of mind mapping in learning reading skills can also be implemented in collaborative learning systems. Where one reading text is discussed by each group consisting of four students. Collaborative assignments are carried out outside of class hours. Students can discuss with their group teams offline and online. The results of the mind mapping that have been compiled collaboratively can be shown in figure 4.   Figure 4 can illustrate that the assignment of reading texts in groups can also be used as a means of understanding students in reading Arabic texts. They read the text alternately for each member in the group, listen to each other, and provide corrections for mistakes. Then, together they look up difficult words in the dictionary and explain the contents of the text. They continued the discussion regarding understanding the entire content of the text and compiling the main mapping. At the end of the mind mapping structure, there are names of personnel in each group, as well as pictures of group discussions being carried out.
The mind mappings that were successfully compiled by each group had different characteristics, as the two samples shown in figure 4. The mind mapping in image 1 was prepared by marking a large circle and a small circle. Large circles provide an indication of the existence of sub-themes of the topics discussed and are discussion parts of the theme or title of the text. Small circles provide explanations regarding the points described in the sub-themes. Each sub-theme is given a variety of colors. Unlike the mind mapping in image 2, it is arranged with elongated oval circles, the main theme is placed in the middle and connected by lines to explain the parts discussed in the theme.
Each section or sub theme is given a different color to make it more interesting and the points are clearer. Mind mapping is arranged as attractively as possible by using words, colors, lines, and pictures. 53 Mind mapping practiced in collaborative learning shows more effective success than traditional techniques. 54 Collaborative learning strategies using mind mapping can help students understand a second language better. 55 Mind mapping is a creative tool, which keeps students engaged in collaborative learning and active knowledge representation can be realized. 56 In addition, mind mapping also helps teachers to evaluate student's acquisition of knowledge effectively. 57 Accordingly, the potential of using CollaboWrite with Mindmeister has been revealed to facilitate student's active collaboration in writing and increase their level of motivation both in the classroom and through online connections. 58 This research has limitations on the reading text and mind mapping that must be made. Where every student and every group is given the same text with various mind maps. So that, the expected reading competence is less varied, and less challenging for students individually and in groups. In line with that, this study provides suggestions for further research by providing opportunities for students to improvise reading materials.
That is students search for reading texts from the internet with themes determined by the teacher, which they then compile mind maps and present their reading results. Thus, their reading competence is more challenged and honed.

Conclusion
The research concluded that the use of mind mapping techniques in language learning, especially in learning reading skills, has an extraordinary positive impact.
Where students are able to understand Arabic texts easily and effectively, namely students can compile a mind map of the text they have read and able to present the contents of the text in a comprehensive manner through mind mapping. The use of mind mapping can be implemented in individual and collaborative learning activities.
Individually, each student prepares a mind map from the text that has been determined.
Meanwhile, collaboratively, each group consisting of 4-5 students compiled a mind map of the text given in each group. Each mind map that has been prepared is then presented in front of the teacher and friends in the learning class.
This research has limitations on the reading text and mind mapping that must be made. Where, every student and every group are given the same text with various mind maps. So that, the expected reading competence is less varied and less challenging for students individually and in groups. In line with that, this study provides suggestions for further research by providing opportunities for students to improvise reading materials. However, sudents search for reading texts from the internet with themes determined by the teacher, which they then compile mind maps and present their reading results. Thus, their reading competence is more challenged and honed.

Acknowledgment
Thank you to the Institute for Research and Community Service at the State Islamic University of Maulana Malik Ibrahim Malang for providing research funding support. And to students who take reading proficiency courses who participate as respondents in data mining in this study.

Author Contributions Statement
MM designed the study, drafted the manuscript, conceived the study and took responsibility for the integrity of the data and the accuracy of the data analysis, and interpreted the data. PR collected data, maped data, and classified data. MF has written literature review and organized discussion.