291 research outputs found
NILAI-NILAI PENDIDIKAN ISLAM DALAM KEPEMIMPINAN KHALIFAH HARUN AR-RASYID
No full textAbstrakKhalifah Harun ar-Rasyid merupakan sosok pemimpin yang dermawan, suka memberi baik karena kemauannya sendiri ataupun karena diminta. Harun terkenal sebagai pemimpin berkarisma yang dikagumi oleh rakyatnya, sholeh, taat beragama serta piawai dalam memegang pemerintahan. Oleh sebab itu penulis mengangkat sosok Harun ar-Rasyid menjadi pemeran utama karena beliau sosok tokoh yang mesti untuk dijadikan contoh pada pemimpin di lembaga pendidikan Islam zaman sekarang. Penelitian ini memakai pendekatan kualitatif deskriptif serta tergolong penelitian kepustakaan. Inilah yang peneliti gunakan untuk mengumpulkan data, buku Harun Ar-Rasyid Amir Para Khalifah dan Raja Teragung di Dunia sebagai sumber primernya dan jurnal-jurnal atau makalah sebagai sumber pendukungnya. Hasil penelitian menunjukkan bahwa: Dalam pemerintahan Khalifah Harun ar-Rasyid banyak mengalami kemajuan-kemajuan. Dan salah satu indikator berkembang pesatnya pendidikan dan pengajaran ditandai dengan berkembang luasnya lembaga-lembaga pendidikan Islam.Kata kunci: Nilai Pendidikan Islam; Kepemimpinan; Khalifah Harun Al-Rasyid AbstractCaliph Harun ar-Rashid is a generous leader, likes to give either on his own volition or on demand. Harun ar-Rashid is known as an authoritative caliph, loved by the people, pious, religious and skilled in holding the government. Therefore, the author makes the figure of Harun ar-Rasyid as the main character because he is a figure who must be used as an example with the reality of today\u27s leaders in Islamic educational institutions. This study uses a descriptive qualitative approach and includes library research, because in collecting the data the researcher uses Harun Ar-Rasyid Amir\u27s book The Caliphs and the Greatest King in the World as the primary source and journals or papers as a supporting source. The results show that: During the reign of Caliph Harun ar-Rashid, many progresses were made. And one indicator of the rapid development of education and teaching is marked by the expansion of Islamic educational institutions.Keywords: Values of Islamic Education; Leadership; Caliph Harun Al-Rasyi
The Mahdi Wears Armani: An Analysis of the Harun Yahya enterprise
No full textThe prolific Turkish author and preacher Adnan Oktar has built up a large Islamic publishing enterprise under the name of Harun Yahya, and has attracted international attention in particular for his campaign against the theory of evolution. The aim of this dissertation is to shed light on the Harun Yahya enterprise by describing, analyzing and contextualizing four key themes in the works of Harun Yahya, namely conspiracy theories, nationalism/neo-Ottomanism, creationism and apocalypticism/Mahdism. Taking written publications published in the name of Harun Yahya as its main material, this dissertation traces the development of the Harun Yahya enterprise from a religious community emerging in Turkey in the mid-1980s to a global da‘wa enterprise. Drawing on analytical concepts from social movement theory and rhetorical analysis as well as contemporary perspectives on Islamic da‘wa and activism, it approaches Harun Yahya as a religious entrepreneur that seeks market shares in the contemporary market for Islamic proselytism by adopting and adapting popular discourses both in the Turkish and global contexts. It examines rhetorical and argumentative strategies employed by the Harun Yahya enterprise in order to persuade its audience, and argues that changes in the discourse of the enterprise over time reflect changing opportunity spaces in the Turkish and global contexts. It concludes that the Harun Yahya enterprise promotes not merely a certain interpretation of Islam, but also increasingly Adnan Oktar and the Harun Yahya enterprise itself, by rhetorically placing its efforts into a cosmological framework
The Mahdi Wears Armani: An Analysis of the Harun Yahya enterprise
No full textThe prolific Turkish author and preacher Adnan Oktar has built up a large Islamic publishing enterprise under the name of Harun Yahya, and has attracted international attention in particular for his campaign against the theory of evolution. The aim of this dissertation is to shed light on the Harun Yahya enterprise by describing, analyzing and contextualizing four key themes in the works of Harun Yahya, namely conspiracy theories, nationalism/neo-Ottomanism, creationism and apocalypticism/Mahdism. Taking written publications published in the name of Harun Yahya as its main material, this dissertation traces the development of the Harun Yahya enterprise from a religious community emerging in Turkey in the mid-1980s to a global da‘wa enterprise. Drawing on analytical concepts from social movement theory and rhetorical analysis as well as contemporary perspectives on Islamic da‘wa and activism, it approaches Harun Yahya as a religious entrepreneur that seeks market shares in the contemporary market for Islamic proselytism by adopting and adapting popular discourses both in the Turkish and global contexts. It examines rhetorical and argumentative strategies employed by the Harun Yahya enterprise in order to persuade its audience, and argues that changes in the discourse of the enterprise over time reflect changing opportunity spaces in the Turkish and global contexts. It concludes that the Harun Yahya enterprise promotes not merely a certain interpretation of Islam, but also increasingly Adnan Oktar and the Harun Yahya enterprise itself, by rhetorically placing its efforts into a cosmological framework
The Mahdi Wears Armani : An Analysis of the Harun Yahya Enterprise
No full textThe prolific Turkish author Harun Yahya attracted international attention after thousands of unsolicited copies of his large-format and lavishly illustrated book Atlas of Creation were sent free of charge from Istanbul, Turkey, to schools, universities and state leaders worldwide in 2007. This book stunt drew attention to Islamic creationism as a growing phenomenon, and to Harun Yahya as its most prominent proponent globally. Harun Yahya is allegedly the pen name of the Turkish author and preacher Adnan Oktar. Behind the brand name “Harun Yahya”, a highly prosperous religious enterprise is in operation, devoted not merely to the debunking of Darwinism, but also to the promotion of Islam. Backed by his supporters, Oktar channels vast financial resources into producing numerous books, dvds, websites and lately also television shows promoting his message. The aim of this dissertation is to shed light on the Harun Yahya enterprise by examining selected texts published in the framework of the enterprise. It describes, analyzes and contextualizes four key themes in the works of Harun Yahya, namely conspiracy theories, nationalism/neo-Ottomanism, creationism and apocalypticism/Mahdism. The dissertation traces the development of the enterprise from a religious community emerging in Turkey in the mid-1980s to a global da‘wa enterprise, and examines the way in which its discourse has changed over time. The dissertation’s point of departure is the notion that the Harun Yahya enterprise and the ideas it promotes must primarily be understood within the Turkish context from which it emerged. Drawing on analytical frameworks from social movement theory and rhetorical analysis as well as contemporary perspectives on Islamic da‘wa and activism, the study approaches Harun Yahya as a religious entrepreneur seeking market shares in the contemporary market for Islamic proselytism by adopting and adapting popular discourses both in the Turkish and global contexts. It examines how the Harun Yahya enterprise employs rhetorical and argumentative strategies in order to promote not merely a certain interpretation of Islam, but also increasingly Adnan Oktar and the Harun Yahya enterprise itself, by rhetorically placing its efforts into a cosmological framework
The Islamic Creationism of Harun Yahya
No full textFor some time Islamic publishing in the West has been associated with pamphlets in awkward English printed on pulp. Strolling through Islamic bookshops in Britain one immediately realizes how things have changed: beautifully edited books are offered for considerable prices. A notable part of these publications is dedicated to the defence of Islam against the challenges of Christianity and materialism. Outstanding examples for this new tendency are the writings of the prolific Turkish author Harun Yahya (pseudonym of Adnan Oktar), whose list of Turkish publications includes about 180 titles, most of them dedicated to the refutation of Darwinism
Analisis Pemikiran Harun Nasution: Kekuasaan, Kehendak Mutlak Tuhan dan Kebebasan Manusia
No full textThis study aims to examine the thoughts brought by Harun Nasution regarding power, God's absolute will and human freedom in an analysis of thought. This is based on Harun Nasution's thoughts which are often the subject of long discussions among thinkers and scholars, one of which is the statement that abandoning rational thought has an impact on the backwardness of Muslims and reason symbolizes human power. His thoughts received various responses from thinkers and scholars, so researchers were interested in examining his thoughts. The author uses qualitative research methods of literature and interpretive analysis, the author tries to collect data then filter and cite various data sources which are then interpreted in order to obtain a valid conclusion. The author's validation method uses method, time and theory triangulation. The results show that Harun Nasution views that God's power and will are limited by rational thinking. God has given freedom to humans according to His Sunnah. God gives freedom to humans to determine what they want so that this human freedom seems to limit the power and will of God. Every moment humans have to choose from several life choices which are essentially still within the scope of God's will.Abstrak: Pemikiran Harun Nasution kerap menjadi bahan diskusi panjang di kalangan pemikir dan cendikiawan, salah satunya adalah pernyataan bahwa keterbelakangan umat Islam adalah dampak dari sikap meninggalkan pemikiran rasionalisme, akal melambangkan kekuasaan manusia. Berangkat dari berbagai macam pemikiran dan respon dari para pemikir dan cendikiawan, maka kami tertarik untuk meneliti salah satu domain pemikiran yang dibawa oleh Harun Nasution terkait kekuasaan, kehendak mutlak Tuhan dan kebebasan manusia dalam sebuah analisis pemikiran. Penelitian ini penulis menggunakan metode penelitian kualitatif kepustakaan dan analisis interpretatif, penulis berusaha mengumpulkan data kemudian menyaring dan meneliti serta menukil berbagai data yang kemudian diinterpretasi dala rangkan mendapatkan sebuah kesimpulan yang valid. Metode validasi penulis menggunakan triangulasi metode, waktu dan teori. Harun Nasution memandang bahwa kekuasaan dan kehendak Tuhan dibatasi oleh pemikiran rasional, Tuhan telah memberikan kebebasan kepada manusia sesuai dengan Sunnatullah-Nya. Tuhan memberikan kebebasan kepada manusia untuk menentukan apa yang dikehendakinya. Kebebasan manusia ini dengan sendirinya membatasi kekuasaan dan kehendak Tuhan. Kalau Tuhan tidak membatasi kekuasaan dan kehendak-Nya dalam hal ini, manusia sebenarnya tidak mempunyai kebebasan. Ini bertentangan dengan kenyataan bahwa manusia tiap hari menentukan apa yang dikehendaki dan apa yang diperbuatnya. Tiap saat manusia dihadapkan dengan soal memilih dari beberapa alternatif yang dijumpainya dalam hidup sehari-hari.
Kata Kunci: Kekuasaan Tuhan, Kehendak Mutlak Tuhan, Kebebasan Manusia, Harun Nasutio
Konsep Pendidikan Akal dalam Perspektif Harun Nasution
No full textABSTRAK
Kemampuan manusia untuk menggunakan akal dalam memahami lingkungannya merupakan potensi dasar yang memungkinkan manusia berfikir, dengan berfikir manusia menjadi mampu melakukan perubahan dalam dirinya, dan memang sebagian besar perubahan dalam diri manusia merupakan akibat dari aktivitas berfikir, oleh karena itu sangat wajar apabila berfikir merupakan konsep kunci dalam setiap diskursus mengenai kedudukan manusia di muka bumi, ini berarti bahwa tanpa berfikir, kemanusiaan manusia pun tidak punya makna bahkan mungkin tak akan pernah ada.
Mengingat daya pikir (akal) itu penting bagi manusia dalam rangka menjalani kehidupannya maka potensi dasar yang dimiliki ini sangat penting untuk dikembangkan kearah yang baik. Yaitu melalui pendidikan akal sebagai implementasi pemikiran rasional yang dimiliki oleh setiap manusia.
Harun Nasution dalam peta pemikiran Islam di Indonesia mempunyai kedudukan tersendiri. Perbedaannya terletak pada pembaharuannya yang menekankan pentingnya pemikiran filsafat dalam memahami persoalan-persoalan keagamaan, termasuk dalam pendidikan. Pemikiran filsafat yang bertumpu pada kekuatan akal memainkan peranan penting bukan saja dalam bidang ilmu pengetahuan, tetapi juga dalam bidang keagamaan.
Berangkat dari latar belakang di atas, penulis tertarik untuk membahasnya dalam bentuk tesis dengan mengambil judul konsep pendidikan akal dalam perspektif Harun Nasution
Tujuan dilakukannya penelitian ini adalah untuk mengetahui dan menjelaskan bagaimana konsep pendidikan akal dalam perspektif Harun Nasution yang meliputi: pengertian pendidikan akal, tujuan pendidikan akal, materi pendidikan akal, metode pendidikan akal, pendidik dan peserta didik.
Bentuk penelitian ini adalah penelitian kualitatif karena penelitian ini menggunakan instrumen library research, sehingga data yang dihasilkan adalah data berupa uraian, paparan dan tulisan sumber utama, yaitu Harun Nasution. Pendekatan yang digunakan dalam penelitian ini menggunakan pendekatan historik, hermeneutik dan paedagogik. Ditinjau dari masalah yang penulis teliti, jenis penelitian ini termasuk kepada penelitian pendidikan, karena yang dikaji adalah pemikiran Harun Nasution tentang pendidikan akal. Didasarkan kepada tujuan yang akan dicapai, yaitu menemukan, menelaah, menganalisis dan memaparkan, jenis penelitian ini termasuk penelitian deskriftif-eksploratif. Metode yang digunakan dalam penelitian ini adalah deskriftif dan komparatif dengan pendekatan historik, hermeneutik, dan paedagogik. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis isi (content analisys). Proses analisis data dilakukan melalui tiga tahap, yaitu tahap reduksi data, penyajian data dan penarikan kesimpulan.
Hasil dari penelitian yang dilakukan oleh penulis adalah sebagai berikut: Pendidikan akal menurut Harun Nasution adalah melatih, membimbing dan membina daya berfikir yang terdapat dalam jiwa manusia dengan melakukan aktivitas berfikir yang dimiliki oleh akal, aktivitas tersebut adalah pengamatan (observasi), tafakkur, penalaran serta mengambil i’tbar.
Menurut Harun Nasution tujuan pendidikan akal adalah membentuk manusia bertakwa. Sedangkan materi pendidikan akal menurut Harun Nasution secara garis besar meliputi dua hal, yaitu materi keagamaan dan materi yang mengandung unsur saintifik.
Metode pendidikan akal menurut Harun Nasution adalah pemberian contoh dan teladan yang baik, pemberian nasihat, tuntunan dalam menyelesaikan persoalan moral atau spiritual, baik yang bersifat individual maupun yang bersifat kolektif, kerja sama dengan lingkungan rumah dan lingkungan pergaulan anak didik, kerja sama dengan pendidik pengetahuan umum lainnya dan metode tanya jawab dan diskusi.
Bagi para pendidik Harun Nasution memberikan syarat-syarat tertentu sebagaimana berikut: pertama, sanggup memberi contoh dan teladan yang baik bagi anak didik. Kedua, menguasai ilmu-ilmu yang erat hubungannya dengan pendidikan anak, seperti pedagogi, psikologi anak, dan sebagainya. Ketiga, Mempunyai pengetahuan yang luas tentang agama selain pengetahuan agama yang menjadi jurusannya. Keempat, mempunyai pengetahuan umum yang seimbang dengan pengetahuan yang dipelajari siswa dan mahasiswa.
Berdasarkan konsep hakikat manusia menurut Harun Nasution anak didik merupakan seorang manusia yang harus diasah semua potensi yang dimilikinya baik jasmani, akal dan yang paling penting kalbunya (hati/jiwa) bukan hanya memberikan pengetahuan kepadanya namun bagaimana caranya agar anak didik ini benar-benar menjadi manusia yang bertakwa.
Kemudian dalam membentuk anak didik menjadi manusia bertakwa tidak cukup hanya dengan pendidikan akal semata melainkan harus dikompromikan dengan pendidikan kalbu agar dengan demikian dapat diwujudkan anak didik yang utuh yang dalam dirinya terdapat keseimbangan antara ruhani dan jasmani.
ABSTRACT
The human ability to use mind in understanding the environment is the basic potential that enables human to think, thinking makes human able to give changes to themselves, and indeed most of changes in human beings are the result of thinking activities. Therefore, it is very reasonable that thinking is a key concept in every discourse about human standing on earth, it means that without thinking, the humanity has no meaning and may never exist.
Given the power of thought (mind) is important for humans in order to experience their lives then the basic potential is very important to be developed in a good direction that is through mind education as the implementation of rational thought that is owned by every human being.
Harun Nasution, in the concept of Islamic thought in Indonesia, has its own position. The difference is in its renewal which emphasizes the importance of philosophical thought in understanding religious issues, including education. Philosophical thinking based on the power of reason plays an important role which is not only in the field of science, but also in the field of religion.
According to the background above, the authors are interested to discuss it in the form of a thesis by taking the title of the concept of mind education in the perspective of Harun Nasution
The purpose of this study is to know and explain how the concept of mind education in the perspective of Harun Nasution which includes: understanding of mind education, the purpose of mind education, the material of mind education, the method of mind education, educators and learners.
The form of this research is qualitative research because this research uses the instrument library research, so the data produced is the data in the form of description, exposure and writing the main source, namely Harun Nasution. The approach used in this study using historical approach, hermeneutic and paedagogik. Judging from the problems that the authors scrutinize, this type of research is included in educational research, because the study is Harun Nasution's thought about mind education. Based on the objectives to be achieved, that is finding, reviewing, analyzing and explaining, this type of research includes in descriptive-explorative research. The method used in this research is descriptive and comparative with historic, hermeneutic, and paedagogic approach. Data analysis technique used in this research is content analysis. The process of data analysis is done through three stages, those are; data reduction, data presentation and conclusion.
The results of the research conducted by the author are as follows: Mind education according to Harun Nasution is to train, guide and nurture the thinking power in the human soul by doing thinking activities possessed by mind, the activity is observation, tafakkur, and i’tibar.
According to Harun Nasution, the purpose of reason education is to establish cautious human beings. While the material of intellectual education, according to Harun Nasution in general, covers two things, that is religious and scientific materials.
The method of mind education, according to Harun Nasution, is giving of good models, giving advice, guidance in solving moral or spiritual problems, both individual and collective, cooperate with home environment and social environment of students, cooperate with knowledge educators, question and answer methods and discussion.
For educators, Harun Nasution provides certain requirements as follows: first, able to set a good model for the students. Second, master the skills closely related to children's education, such as pedagogy, child psychology, and so forth. Third, having a broad knowledge of religion other than religious knowledge that became its majors. Fourth, has a general knowledge that is balanced with the knowledge learned by students.
Based on the concept of human nature according to Harun Nasution, learner is a human being who should be sharpened all the potential he possesses both the body, the mind and the most important is a soul which is not only provide knowledge but how to make these students actually become human who is cautious.
Moreover, shaping the students into pious humans is not enough with the mind education, however, it must be compromised with the education of heart so that can be realized the learners with a perfect balance between the spiritual and physical.
مستخلص البحث
قد استخدم قدرة الانسان بعقلهم وفهم بيئتهم هي قوة الأساسي الذي يمكن الإنسان للتفكير،بالفكرة يستطيع أن يصنع الإنسان تغير نفسهم و بعضه يعقبون عملية فكرتهم. لذالك قد طبع لو الفكر كالمفتاح الفكرة في كل الاستدراد عن درجات الإنسان في الارض وليس الإنسان بلا فكرة وما عند معنى في حياتهم.
ذكر عن الفكرة يهتم في حياة الناس وقدرتهم يهتمون في الإنتشار الخير بالتربية العقلية ليعتبر فكرة المنطيقي الذي يملكون الناس.
هارون ناسوطيون عند درجة في فكرة الإسلامية الإندونسية. وفرق فكرته بالرأي الأخرى هو تجديد الفكرة في الفلسفة التي فهمها بالمسؤولية الدينية وواحد منها عن التربية. فكرة الفلسفي مسند على قوة العقلي ويلعب اهتمامها في الدينية وليس لها في العلمية.
ونظر الباحث على خلفية البحث جذب اهتمامه ليبحث بالموضوع فكرة التربية العقلية بنظرية حسن ناسوطيون.
واحد هدف من هذا البحث هو لمعرفة فكرة التربية العقلية بنظرية هارون ناسوطيون الذي ذب فيه : تعريف التربية العقلية و أهدفها ومادتها وطريقتها ومدرسها و طلابها.
استخدم هذا البحث بطريقة البحث الكيفي بجنس المكتبة والمراجع. وجدت البيانات من المراجع بحسن ناسوطيون و يستخدم تقربه بحث التربية لأنها عن التربية العقلية بنظرية هارون ناسوطيون. يتأسس إنجاز في أهدافها بالإكتشاف و المطالع و المحلل واللقاء الضوء. وهذا البحث هو بحث التمهيدي والوصفي. وطريقته بالوصفى المقارن مقرب تاريخي وتفسيري وتربوي. أما طريقة تحليل البيانات يستخدم بتحليل المحتويات. عند ثلاثة متعددة الخطوات في طريقته هم: مقصر البيانات وتمثيله وخلاصة.
أما حصول البحث هم: تربية العقلية بنظرية هارون ناسوطيون بيمارش و يرشد ويبنى العقلي في نفس الإنسان الذي يعملون بفكرتهم من عقلهم. ويعملون مراقبة و منطيقتهم بالإعتبار.
رأى هارون ناسوطيون عن هدف التربية هو شكل الإنسان التقوى. إما مادة التربية العقلية عند هارون ناسوطيون ذب فيها: مادة الدينية ومادة التي كونها بعناصر العلوم.
طريقة التربية العقلية عند هارون ناسوطيون هي زراعة الأسوة الحسنة والنصيحة والهدى في مشكلات الظاهرة والباطنة اللذين يصفين بالفردية أو الجماعية. وتعامل بالبيئة الدار أو البيئة عشرة الطلاب. وتعامله بالمدارس العلوم بطريقة اسخلاص المعلومات ومناقشة.
عند هارون ناسوطيون عن شروط على المدرس كما يلي: أولا، يمكن أن توافر نموذجا جيدا على الطلاب، ثانيا، العلوم رئيسية ترتبط ارتباطا وثيقا على تربية الطلاب. ثالثا لديه معرفة واسعة من الدين وغيرها من التخصصات. رابعا، ومعرفة عامة متوازنة بمعرفة العلم الذي يتعلم بالطلاب.
يتأسس من فكرة هارون ناسوطيون أن الطلاب ينبغي للمسننات فكرتهم من جسمهم وعقلهم و اهتمام منها قلبهم. وليس يعطيهم العلوم ولكن كيف للحفاظ أصبحت الطلاب رجل حذرا.
ثم في تشكل الطلاب ليجعلهم حذرا ما يكفيهم بالتربية العقلية ولكن يجب عليهم لمناسبه بالتربية النفسية لكي يمكن أن يتحقق سليما و فيه يكون هناك توازن بين الروحية والمادية
PEMAKNAAN AYAT MENURUT HARUN NASUTION DALAM BUKU ISLAM DITINJAU DARI BERBAGAI ASPEKNYA
No full textHarun Nasution is a Muslim scholar who was able to change the exclusive perspective of Islam to an inclusive one, as evidenced by the market acceptance of the book "Islam Ditinjau dari Berbagai Aspeknya." In this book, the author interprets numerous verses from the Qur'an to address the socio-religious issues of the time, despite not having a background in interpretation. Instead, the author is a scholar who favors more fundamental philosophical thinking. The goal of this study is to interpret the meaning of the Koranic verses found in Islamic books from a variety of perspectives. This research is based on the literature and employs qualitative methods. The book "Islam Ditinjau dari Berbagai Aspeknya" serves as the primary data source for this study, with secondary data sourced from relevant books, journals, theses, and other scientific articles. The data collection technique was carried out by making a general mapping of the verses used in the book and analyzing the meaning of the verses used by Harun Nasution using the bil ma'tsur method. The study's results reveal that Harun Nasution employs a variety of textual and historical perspectives in his discussions, as evidenced by his interpretation of verses from the Koran in his works. The verse's contextualization does not entirely align with the original text's meaning. In addition, he employs a variety of philosophical approaches in his interpretation, as demonstrated in the text. To elucidate the verses of the Koran on this theme, he references the perspectives of Sufis
AN ANALYSIS OF FIGURATIVE LANGUAGE IN STORIES FOR THINGKING CHILDREN 1 BY HARUN YAHYA
No full textMIFTAHUS SA’ADAH: “An Analysis of Figurative Language in Stories for
Thinking Children I by Harun Yahya”.
This thesis is conducted to analyze figurative language in Stories for
Thinking Children I by Harun Yahya. Learning about language cannot be separate
from learning figurative language especially, when read English stories, novel,
and poem because, in stories usually found some types of figurative language that
used by author. Learning figurative language is not an easy. Every language has
literature and figurative language, stories book no exception. In the book of
Stories for Thinking Children I many education values that good for the reader
especially, children. Therefore, the researcher chooses this book to analyze about
figurative language and to understand about stories, the reader must learn about
figurative language in order, to easier understanding the stories. This way,
hopefully, would be useful for teachers, and parents, especially, the reader of
these stories.
The purposes of the research are: the first, to find out types of figurative
languages. The second is, to find out the message of figurative language in the
stories. And the last is to find out types of figurative language are most frequently
used by the author in Stories for Thinking Children I by Harun Yahya.
The method of the research of this thesis is content analysis or document
analysis. The object of the research in this thesis is the book of Stories for
Thinking Children I by Harun Yahya. The researcher only analyzes 10 stories in
the book of Stories for Thinking Children I by Harun Yahya that selected by
random. The instrument of the research in this thesis is researcher herself. The
techniques collecting data in this research are observation and study
documentation. The aim of observation and study documentation are in order to
find out the secondary data. Such as: books, official document, article, journal,
and daily notes to support this research.
After the researcher analyze the book of Stories for Thinking Children I
with the primary and secondary data as the source of data the resercher found
some 4 types of figurative language. They are: Allegory, Synecdoche,
Personification, Allusion, Imagery, and Assonance. There are also some messages
in figurative language as described in chapter 4. In the story book the researcher
found 1 of Allegory with percentage 10%, 1 of Synecdoche with percentage 10%,
1 of Personification with percentage 10%, 1 of Allusion with percentage 10%, 5
of Imagery with percentage 50%, and the last 1 of Assonance with percentage
10%, in Stories for Thinking Children I. From the explanation above can be
concluded that Imagery is type of figurative language that most frequently used in
the stories with the total 5 or 50
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