LISTENING TEST
Listening test is a testing to ability that he has and how to know about ability and basic who are at student.
For example listening test.
Listen to the conversation.
SECTION 1
QUESTION 1-10
Complete the notes below.
Write no more than two words and/or a number for each answer.
QUESTIONS 5- 6
Choose two letters A-E
Which two things are included in the price of the tour?
A. Fishing
B. Guided bushwalk
C. Reptile park entry
D. Table tennis
E. Tennis
QUESTIONS 7-10
Complete the sentence below.
Write no more than three words and / or a number for each answer.
7. The tour costs $.....................
8. Bookings must be made no later the …………………days in advance.
9. A………………………deposit is required.
10. The costumer’s reference number is…………………………………………
SECTION 2 QUESTIONS 11- 20
QUESTIONS 11-13
Choose the correct letter A.B.C and D.
11. Andrew has worked at the hospital for.
a) Two years.
b) Three years
c) Five years
d) Seventy years.
12. During the course Andrew’s employers will pay
a) His fees
b) His living costs
c) His salary
d) His house
13. The part-time course lasts for.
a) One whole year
b) 18 months
c) Two years
d) 17 months.
QUESTION 14-15
Choose two letters A-E
What two types of coursework are required each month on the part – time course ?
A. A case study
B. An essay
C. A survey
D. A short report
E. A study diary
QUESTION 16-20
Complete the summary below.
Write no more than three words and /or a number for each answer.
SECTION 3. QUESTION 21-30
QUESTION 21-25
Complete the sentence below.
Write no more than three words for each answer.
21. According to George Bernard Shaw, men are supposed ti understand………………,
22. However, women are more prepared to …………………..about them.
23. Women tend to save for………………………….and a house.
24. Men tend to save for …………………………and for retirement.
25. Women who are left alone may have to pay for………………………when they are old.
QUESTIONS 26-30
Complete the summary below.
Write no more than three words and / or a number for each answer.
READING TEST
QUESTIONS 1-3
Complete the summary with the list of words A-I below
Write the correct latter A-I in boxes 31-33 on your answer sheet.
GLOBAL WARMING
The writer admits that global warming is a 1……………………challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 2…………………way. If we tray to reduce the levels of green house gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 3……………………. Health problem of proving the world’s population with clean drinking water.
TEST 1
Reading Passage
You should about 20 minutes on question 4-16, which are based on reading passage 1 below.
JOHNSON’S DICTIONARY
For the country before Johnson’s dictionary was published in 1775, there had been concern about the state of the English language. There were not standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provide the solution.
There had, of course been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Caw dray, published in 1604 under the title A Table Alphabetical of hard usually English words. Like the various dictionaries that came after is during the seventeenth century, Caw dray’s landed to concentrate on scholarly words; one function of the dictionary was to enable its student to convey an impression of the learning.
Beyond the practical need to make order out of chaos, the rise of the of dictionaries is associated with the rise of the English middle class, who were anxious the define and circumscribe the various worlds to conquer – century library man, as famous Dr. Samuel Johns, the very model of an eighteenth time as in should have published his dictionary at the very beginning of the hey day of the middle class.
Johnson was a poet and critic who raised common sense to the heights to the height of fenius. His approach to the problems that had wormed writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time. The task of producing a dictionary on such a large scale had seemed impossible, without the establishment of an academy to make dictions about right and wrong usage Johnson decided he didn’t need an academy to settle argument about language; he would write a dictionary himself; and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Drosley at a breakfast held at the golden Anchor Inn near Holbom this he took money to rent 17 Gough Square, in which he set up his dictionary workshop.
James Boswell, his biographer, described the garret where Johnson worked as fitted up like a counting house with a long desk running down the muddle at which the copying clerks would stand up.
Johnson him self was stationed on rickety chair at an old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the dictionary was still in preparation. The work was immense, filling about eighty large notebooks (and without a library to hand.) Johnson wrote the definition of over 40.000 words, and illustrated their many meaning with some 114.000 quotations drawn from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries. And to make his work one of heroic synthesis, in fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language with many different shades of meaning. He adopted his definitions on the principle of English common law according to precedent. After its publication, his dictionary was not seriously yelled for over a century.
After many vicissitudes the dictionary was finally published on 15 April 1775, it was instantly recognized as a landmark throughout Europe. This very noble work wrote the leading Italian lexicographer, will be a perpetual monument of fame to the Author, an honour to his own country particular, and a general benefit to the republic of letters throughout Europe. The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.
Johnson had worked for nine years, with little assistance of the learned, and without any patronage of the great not in the soft obscurities of retirement or under the shelter of academic bowers, but amidst \inconvenience and distraction, in sickness and in sorrow. For all its faults and eccentricities his two –volume work is a masterpiece and a landmark, in his own words, setting the orthography, displaying the analogy, regulating the structures and ascertaining the significations of English words. It is the cornerstone of Standard English, an achievement which, in James Boswell’s words, conferred stability on the language of his country.
The dictionary together with his other writing made Johnson famous and so well esteemed that his friends were able to prevail upon King George III to order him pension. From then on he was to become the Johnson of folklore.
QUESTION 4-6
Choose THREE letters A-H
Write your answer in boxes 4-6 on your answer sheet.
NB your answers may be given in any order.
Which three of the following statements are the of Johnson’s dictionary?
A. It avoided all scholarly words
B. It was the only English dictionary in general use for 200 years.
C. Is was famous because of the large number of people involved
D. It focused mainly on language from contemporary texts.
E. Three was a time limit for its completion.
F. It ignored work done by previous dictionary writers.
G. It took into account subtleties of meaning.
H. Its definitions were famous for their originality.
QUESTION 7-10
Complete the summary
Choose no more then two words from the passage for each answer.
Write your answer in boxes 7-10 on your answer sheet.
In 1764 Dr. Johnson accepted the contract to produce a dictionary. Having rented garret, the took on a number of 7…………………….., who stood at a long central desk. Johnson did not have a 8…………………….., available to him, but eventually produced definitions of in excess of 40.000 words written down in 80 large notebooks, on publication, the dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principle achievement was to bring 9…………………., to the English language. As a reward for his hard work, he was granted a 10…………. by the king.
QUESTION 11-16
Do the following statements agree with the information given in reading passage 1?
In boxes 8-13 o your answer sheet, write
True if the statement agrees with the information
False if the statement contradicts the information
Not given if there is no information on this.
11. The growing importance of the middle classes led to an increased demand for dictionary.
12. Johnson has become better known since his death.
13. Johnson had been planning to write a dictionary for several years.
14. Johnson set up an academy to help with the writing of his dictionary.
15. Johnson only received payment for his dictionary on his completion.
16. Not all the assistants survived to see the publication of the dictionary.
WRITING TEST
TASK 1
You should spend about 20 minutes on this task.
The graph below the proportionof the population aged 65 and over between 1940 and 2040in three different countrie.
Summarise the informationby selecting and reporting the maen features, and make comparations where relevant.
Write at lest 150 words.
%
30
25
20
15
10
5
0 1940 1960 1980 2020 2040
Task 2
You sould spend about 40 minutes on this task.
Write about the following topic.
Universities should accept equal numbers of male and female student is ewery subject.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 200 words.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Task 3
Rearrange these words into correct sentences ?
1. Be – in school – ready – sould – all students.
2. The school – leave – going to – are – the buses.
3. They – going to – are – the next morning – in yogyakarta – 05.00.a.m – at about – arrive.
4. Yogya palace – are going – at 10.00.a.m – to – visit – we.
5. Are – for two hours – they – have window shopping – on Malioboro street – going to.
6. Are – tempel – prambanan – they – 03.00 p.m. – going to – at – visit.
7. Back – go – to – they – going – are – to jakarta.
8. Going to – are – stop – for a while – in cirebon – the buses.
Task 4
Complete the sentence using the words provided ?
1. Roro Anteng and Joko Seger had to ………… their youngest child, Kesuma to Betoro Bromo.
2. “Motoni”. Is the Javanese …….to bless of the sevent month of a young Mother’s pregnancy.
3. Jepara is a center of wood……
4. Leather puppet is not one of Indonesia ….. that is development in Central Java.
5. “Batara Kala” is one of famous …….. in Java. It tells that an eclipse happens when the sun or the moon is swallowed by an evil giant.
6. Tor – tor is a Traditional ………..form North Sumatra.
7. As young generation , we have to preserve our ancestors………...
8. Those flowers were their …………to their God.
9. They ……….gods.
10. Many tourists are interested to visit the ………………castle.
SPEAKING TEST
Task 1
Read the following dialogues loudly ?
Ageng : Hello, I am Ageng
My name is Ageng Santosa
What is your name
Adhit : Hello, I am Adhit
My name is Adhitya Pratama
Where are you from.
Ageng : Semarang, and you.
Adhit : I am from Surabaya.
Task 2
Read the following dialogues loudly and with your friend.
Sani : Hi. My name is sanita ariani
Please call me sani
What’s youe name ?
Wiina : My name is wina pambudi.
Please call me wina
Where do you live, sani?
Sani : I live at 2 kencana street.
What is your address, wina?
Wina : My address is at 6 veteran street.
Sani : How old are you?
Wina : I am 13 year old. I was born in august the twenty – first. And you?
Sani : Threety year old.
Task 3
You will have to talk about the topic for one to two minutes.
You have one minute ti think about what you’re going to say.
You can make some notes to help you if you wish.
Task 4
Read to the dialogs and practice them your friend in the class.
Task 5
Practic the dialog with your friend. Use the picture bellow.
Car
Selasa, 29 Maret 2011
Senin, 28 Maret 2011
the assure model
THE ASSURE MODEL
The ASSURE model incorporates robert gagne’s event of instruction to assurel, effective use of media in instruction.
Analyze learners
Before you can begin, you must know your target audience (your student). You need to write down the following information about your student:
General characteristics – grade, age, ethenic group, sex, mental, emotional, physical, or social problems , socieoconomic level, and so on.spesific entry copetencies – prior knowledge, skills, and attitudes. Learning styles – verbal, and , logical, visual, musical, structured, and so on.
State objectives
Once you know your student, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?
The ABCD’s of writing objectives are:
- Audience (who are your student?)
- Behavior to be demonstrated
- Conditions under which the behavior will be observed
- Degree to which the learned skiils are to be mastered.
Example:fifth grade social studies student (audience) will be able to name at least 90% (degree) of the state capitols (behavior) when given a list of states (condition).
Select instructional methods, media, and materials
Once you know your student and have a clear idea of what they should get out of the lesson, then you are ready to select the;
- instructional method that you feel is most appropriate to meet the objectives for these particular students
- media that would be best suited to work with your instructional method, the objectives, and your students, media could be text, still images, video, audio, and computer multimedia.
- Material that provide your student with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the student to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisc player, VCR, and so on.
Utilize media and materials
Now it’s time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don’t assume that everything will work. Be sure to have a plan B. hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don’t get d8iscouraged if technology lets you down. Make sure that your instructional materials are suitable
The ASSURE model incorporates robert gagne’s event of instruction to assurel, effective use of media in instruction.
Analyze learners
Before you can begin, you must know your target audience (your student). You need to write down the following information about your student:
General characteristics – grade, age, ethenic group, sex, mental, emotional, physical, or social problems , socieoconomic level, and so on.spesific entry copetencies – prior knowledge, skills, and attitudes. Learning styles – verbal, and , logical, visual, musical, structured, and so on.
State objectives
Once you know your student, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?
The ABCD’s of writing objectives are:
- Audience (who are your student?)
- Behavior to be demonstrated
- Conditions under which the behavior will be observed
- Degree to which the learned skiils are to be mastered.
Example:fifth grade social studies student (audience) will be able to name at least 90% (degree) of the state capitols (behavior) when given a list of states (condition).
Select instructional methods, media, and materials
Once you know your student and have a clear idea of what they should get out of the lesson, then you are ready to select the;
- instructional method that you feel is most appropriate to meet the objectives for these particular students
- media that would be best suited to work with your instructional method, the objectives, and your students, media could be text, still images, video, audio, and computer multimedia.
- Material that provide your student with the help they need in mastering the objectives. Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the student to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisc player, VCR, and so on.
Utilize media and materials
Now it’s time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don’t assume that everything will work. Be sure to have a plan B. hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don’t get d8iscouraged if technology lets you down. Make sure that your instructional materials are suitable
stress phonology
STRESS
Stress is a suprasegmental feature of utterances. It applies not to individual vowels and consonants but to whole syllable – whatever they might be. A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable and is more primainent in the flow of speech.
English and other Germanic languages make far more use of differences in stress than do most of the languages of the world. In many languages, the position of the stress is fixed iin relation to the word. Czech words nearly always have the stress on the first syllable, irrespective of the number of syllables in the word. In polish and Swahili, the stress is usually on the penultimate syllable.
Variation in the use of stress cause different languages to have different rhythms, but stress is only one factor in causing rhythmic differences. Because it can appear to be a major factor , it used to be said that some languages (such as french) could be called syllable – timed languages, in which syllables tned to recur at regular intervals of time. In contrast, English and pother Germanic languages were called stress – timed in that stressese were said to be dominating feature of the rhythmic timing. We now know that is not true. In contemporary French there are aften strong stresses breaking the rhythm of a sentence. In English the rhythm of a sentence depends on several interecting factors, not just the stress. Perhaps a better way describing stress deffer ences among languages would be to divide languages into those that have variable word stress (such as English and Germanic ) those that have fixed word stress (such as Czech , Polish , and Swahili ), and those that have fixed phrase stress (such as Frenc ).
In contrast to the nature of syllable , the nature of stress is fairly well understood. Stressed sounds are those on the speaker expends more muscular energy. This usually involves pushing out more air from the lungs by contracting the muscles of the rib cage, and perhaps increasing the pitch by the use of the laryngeal mucles. The extra activity may result in giving the sound greater length. There may also be increases in the muscular activity involved in the articulary movements.
When there is an increase in the amount of air being pushed out of the lungs, there is increase in the loudness of the sound produced. Some books define stress simply in terms of loudness, but this is not a very useful definition if loudness considered to be simply a metter of te amount of acoustic energy involved. We have already noted that some sounds have more acoustic energy than others because of factors such as the degree of mount opening.
A much more important indication of stress iin the rise in pitch, which may or may not be due to laryngeal action. You can check for your self that an increase in the flow of air out of the lungs causes a rise in pitch even without an increase in the activity of the laryngeal muscles. Ask a friend to press against the lower part of your chest while you stand against a wall with your eyes shut. Now say a ong vowel on a steady ptch and have your friend push against your chest at an unexpected moment. You will find that at the same time as there is an increase in the flow of air out of your lungs (as a result of your friend’s push), there will also be an increase in the pitch f the vowel.
There is final factor to note when discussing stress in English. We saw in charpter 5 that a syllable in English is either stressed or not stressed. If it is stressed it can be at the center of an intonational ptch change so that it receives a tonic accent, which might be said to raise it to a more primary level of stress. If it is unstressed it can have a full vowel or a reduced vowel. In some views, a reduced vowel implies that there is a lower level of stress, but in the view expressed here this is not a metter of stress but of vowel quality. We also saw that there are pairs of words, such as ‘(an) insult’ and (to) insult that differ only in stress. What happens when these words appear to lose their stress because of a heavy stress elsewhere in the sentence ? consider a pair of sentences such as ‘he need an increase in price’ and, with an equally strong stress on ‘needed’, ‘he needed to increase the price’. The answer in that the stress difference between the two words is not completely lost. There may be no changes in pitch associated with the difference in stress, but there are still differences in the relative lengths of the syllables. A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable, and this difference may be manifested simply in the length of the syllable.
Stress is a suprasegmental feature of utterances. It applies not to individual vowels and consonants but to whole syllable – whatever they might be. A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable and is more primainent in the flow of speech.
English and other Germanic languages make far more use of differences in stress than do most of the languages of the world. In many languages, the position of the stress is fixed iin relation to the word. Czech words nearly always have the stress on the first syllable, irrespective of the number of syllables in the word. In polish and Swahili, the stress is usually on the penultimate syllable.
Variation in the use of stress cause different languages to have different rhythms, but stress is only one factor in causing rhythmic differences. Because it can appear to be a major factor , it used to be said that some languages (such as french) could be called syllable – timed languages, in which syllables tned to recur at regular intervals of time. In contrast, English and pother Germanic languages were called stress – timed in that stressese were said to be dominating feature of the rhythmic timing. We now know that is not true. In contemporary French there are aften strong stresses breaking the rhythm of a sentence. In English the rhythm of a sentence depends on several interecting factors, not just the stress. Perhaps a better way describing stress deffer ences among languages would be to divide languages into those that have variable word stress (such as English and Germanic ) those that have fixed word stress (such as Czech , Polish , and Swahili ), and those that have fixed phrase stress (such as Frenc ).
In contrast to the nature of syllable , the nature of stress is fairly well understood. Stressed sounds are those on the speaker expends more muscular energy. This usually involves pushing out more air from the lungs by contracting the muscles of the rib cage, and perhaps increasing the pitch by the use of the laryngeal mucles. The extra activity may result in giving the sound greater length. There may also be increases in the muscular activity involved in the articulary movements.
When there is an increase in the amount of air being pushed out of the lungs, there is increase in the loudness of the sound produced. Some books define stress simply in terms of loudness, but this is not a very useful definition if loudness considered to be simply a metter of te amount of acoustic energy involved. We have already noted that some sounds have more acoustic energy than others because of factors such as the degree of mount opening.
A much more important indication of stress iin the rise in pitch, which may or may not be due to laryngeal action. You can check for your self that an increase in the flow of air out of the lungs causes a rise in pitch even without an increase in the activity of the laryngeal muscles. Ask a friend to press against the lower part of your chest while you stand against a wall with your eyes shut. Now say a ong vowel on a steady ptch and have your friend push against your chest at an unexpected moment. You will find that at the same time as there is an increase in the flow of air out of your lungs (as a result of your friend’s push), there will also be an increase in the pitch f the vowel.
There is final factor to note when discussing stress in English. We saw in charpter 5 that a syllable in English is either stressed or not stressed. If it is stressed it can be at the center of an intonational ptch change so that it receives a tonic accent, which might be said to raise it to a more primary level of stress. If it is unstressed it can have a full vowel or a reduced vowel. In some views, a reduced vowel implies that there is a lower level of stress, but in the view expressed here this is not a metter of stress but of vowel quality. We also saw that there are pairs of words, such as ‘(an) insult’ and (to) insult that differ only in stress. What happens when these words appear to lose their stress because of a heavy stress elsewhere in the sentence ? consider a pair of sentences such as ‘he need an increase in price’ and, with an equally strong stress on ‘needed’, ‘he needed to increase the price’. The answer in that the stress difference between the two words is not completely lost. There may be no changes in pitch associated with the difference in stress, but there are still differences in the relative lengths of the syllables. A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable, and this difference may be manifested simply in the length of the syllable.
thabaqat pararawi
BAB I I
THABAQAT PARA RAWI
Thabaqat Para Rawi Dan Pembagiannya Menurut Istilah..!
Hampir semua ahli hadist sepakat bahwa thabaqat ialah sekumpulan orang yang sebaya dalamusiadan dalam menemukan guru)Para rawi dibagi dalam beberapa thabaqat,yang murni sebagairasalah).Diantara para ahli ada yang memasukkan seluruh sahabat ke dalam satu kelompok thabaqat,lalu tabi’in pada thabaqat kedua,kemudian orang-orang sesudah mereka pada thabaqat ketiga.Pembagian ini berpegang pada sabda Nabi saw.”Kurun yang lebih baik adalah kurunku,kemudian orang-orang sesudah mereka,kemudian orang-orang sesudah mereka.”Rasulullah saw.menyebutkan dua atau tiga kurun lagi sesudah kurun beliau.
Ada pula ulama yang membagi para sahabat dalam beberap thabaqat,lalu pengelompokkan diteruskan kepada para tabi’in dan orang –orang sesudah mereka.Masing-masing kelompok dibagi dalam beberap thabaqat.
Pembagian cermat terhadap satu kelompok itu,membuat terhimpunnya individu-individu kelompok tersebut menurut sifatnya masing-masing.Dalam thabaqat sahabat minsalnya,berbagai kelompok bertemu dalam bertemu dalam sifatnya tertentu:ada pemeluk islam yang lebih awal,ada yang tergolong muhajirin,dan ada yang pelaku peperangan. Abu BAKAR ,umpamanya ,termasuk kedalam empat thabaqat sekaligus: sahabat Nabi, termasuk,pemeluk agama islam,yang mendapat kabar gembira bakal masuk sorga,dan muhajirin.setiap orang yang memiliki kesamaan dengan salah satusifat ini,ia berda dalam satu thabaqat dengan Abu Bakar.
Dari sinilah mulai lahirnya thabaqat sahabat dan thabaqat tabi’in,berdasarkan beragam pertimbangan dan perbedaan sudut pandangan yang menjadi pertimbangan untuk klasifikasinya.
Thabaqat Para Rawi Menurut Pembagian Ibnu Hajar
Ibnu Hajar al-Asqalani telah berusaha meringkas thabaqat para rawi sejak masa sahabat hingga akhir masa periwyatan.Pembagiannya terdiri dari 12 thabaqat,yang hanya terdiri dari kelompok orang yang mempunyai riwayat dalam AL-Kutub as-Sittah.
Pertama : Sahabat dengan berbagai tingkatannya.
Kedua : Thabaqat tabi’in pertma,seperti sa’id bin Musayyab.
Ketiga : Thabaqat tabi’ in pertengahan,seperti AL-Hasan dan Ibnu sirin
Keempat : Thabaqat urutan berikutnya,periwywtan mereka umumnya bersumber dari tabi’in seperti AZ-Zuhri dan Qatadah.
Kelima : Thabaqat tabi’in akhir yang tidak dapat dipastikan bahw mereka mendengaran penuturan hadist secara langsung dari sahabat.termasuk dalam thabaqat ini adalah AL-A’masi.
Keenam : Orang- orang yang tampil bersama thabaqat kelima,tetapi dapat dipastikan bahwa mereka tidak pernah bertemu dengan salah seorang sahabat Rasulullah saw.Diantara mereka termasuk Ibn Juraij.
Ketujuh : Thabaqat atba’ut-tabi’in (sesudah tabi’in) yang pertama,seprti Malik bin Anas dan Sufyan ats-Tsauri.
Kedelapan : Atba’ut-tabi’in pertengahan,seperti Ibnu Uyainah dan Ibnu Ulayyah.
Kesembilan : Thabaqat atba’ut-tabi’in akhir.Dalam kelompok ini termasuk Abu Dawud,Ath-Thayalisi dan Asy-Syafi’i.
Kesepuluh : Orang-orang pertama yang mengutip dari atb’ut-tabi’in, yang tidak pernah bertemu dengan para tabi’in,sepertiAhmad bin Hanbal.
Kesebelas : Thabaqat pertengahan dari orang-orang yang mengutip atba’ut-tabi’in , seperti Adz-Dzuhli dan AL-Bukhari.
Keduabelas : Orang-orang terkhir yang mengutip dari atba’ut-tabi’in,seprti At-Tirmidzi.
Mengetahui thabaqat para rawi dapat meniadakan kerancuan,mencegah bercampur-aduknya nama-nama dan gelar-gelar yang serupa.Bagi peneliti, pengetahuan tentang thabaqat akan memberi mereka pemahaman akan bentuk-bentuk tadlis,inqitha’dan irsal.Karena itu,kami ingin memaparkan thabaqat-thabaqat terpenting berikut biografi para perawi dalam setiap thabaqat.jadi,kita mempelajarithabaqat sahabat,thabaqat tabi’in,dan thabaqat atba’ut-tabi’in.
THABAQAT SAHABAT
Pengertian Thabaqat Sahabat
Menurut para ulama,yang disebut” sahabat” adalah orang yang bertemu dengan Nabi s.a.w. dalam keadaan beriman dan meniggal dunia sebagai pemeluk agama islam.Pertemuan dengan Nabi s.a.w.meskipun hanya sejenak,merupakan suatu seharusan.Rja Najasyi,minsalnya,tidak dianggap sebagai sahabat,sebab kendati ia beriman kepada Rasulullah s.a.w .tetapi tidak bertemu dengan beliau.seorang anak,asal berakal dan cerdik,serta memenuhi criteria itubisa saja dimasukkan dalam kategori sahabat.bahkan anak-anak dengan tingkatan kecerdasan lebih rendah,asal sudah dapat memahami pembicaraan dan memberikan jawaban,seperti AL-Hasan dan AL –Husain – keduanya putra Ali – serta Mahmud bin ar-rabi’.Demikian menurut An-Nawawi dan AL-Iraqi.
Para ulama membuat beberapa ketentuan ,dan apabila salah satu daripadanya terpenuhi,sudah dapat bagi seseorang disebut sahabat Nabi s.a.w. yang terpenting ialah:
Pertama : Sudah diketahui secara luas kesahabatannya,seperti sepuluh orang sahabat yang mendapat kabar gembira akan masuk sorga.mereke adalah khulafa’ar-rasyidin (Abu Bakar,Umar,Utsman dan Ali),sa’adbin Abi Waqqash,Sa’id bin Zaid,Thalhah bin Ubadillah,Az-Zubair bin al-awwam,Abdurrahman bin Auf dan Abu Ubaidah Amir bi al-jarrah.kita telah memaklumi bahwa kesahabatan Abu Bakar telah ditetapkan dalam AL-Qur’an:” Ketika ia(Muhammad)berkata kepada sahabatnya:jangan kamu berduka-cita,sungguh Allah bserta kita.” (At-Taubah40)
Kedua : dikenal meskipun tidak begitu luas kesahabatnya seperti Dlimam bin Tsa’labah dan Akasyah Bin Muhashin.
Ketiga : pengukuhan sahabat dikenal bahwa sifulan adalah sahabat,
Keempat : pengakuan seorang yang terkenal adil dan terpercaya dan melingkupi batas waktu yang mungkin. Para ulama menentukan batas waktu yang mungkin itu tidak melewati tahun 110 H.
Oleh eh karena itu adalah wajar bila para ulama menolak pengakuan kesahabatan yang dilakukan oleh Jafar Bin Nastur ar-rumi sesudah tahun 200 H. dan Sarbatik al-Hindi yang wafat pada 333H.
Ibnu shalah, Ibnu Abdil Barr dan An Nawawi mengemukakan kesepakatan ulama tentang keadilan sahabat, dalam Al-Qur’an dan Hadis terdapat isyarat mengenai keutamaan dan keadilan para sahabat. Allah SWT. Berfirman :
Artinya “ kalian umat terbaik yang dilahirkan untuk manusia ,”. (ali – imran : 110)
Artinya : “ dan demikian pula kami telah menjadikan kalian sebagai umat yang adil dan pilihan, agar kalian menjadi saksi atas (perbuatan) manusia.” (al – baqarah : 143)
Diantara sahabat yang di anggap banyak meriwayatkan hadis nabi lebih dari seribu. Ada tujuh orang:
1. Abu Hurairah sebanyak 5.374 hadis
2. Ibnu Umar, 2.630 hadis
3. Anas Bin Malik, 2.286 hadis
4. Sayyidah Aisyah, 2.210 hadis
5. Abdullah Bin Abbas 1.660 hadis
6. Jabir Bin Abdullah, 1.540 hadis
7. Abu Sa’id Al-Khudri, 1.170 hadis
Dalam tahaqat nya, ibnu sa’ad hanya mengelompokkan sahabat dalalm lima thabaqat. Jumlah thabaqat meningkat menjadi : 12 thabaqat menurut urutannya yang lebih dahulu memeluk islam, hijrah dan mengikuti peperangan .
Pertama : mereka lebih dulu masuk islam, yaitu orang –orang yang beriman dimekkah, seperti halnya sepuluh sahabat nabi yang mendapat khabar masuk surga, serta khadijah dan bilal.
Kedua : anggota dar an-nadwah yang memeluk islam sesudah umar masuk islam,
Ketiga : para sahabat yang hijrah ke habasyah pada tahun sesudah rasulullah di utus. Mereka terdiri dari 11 laki-laki dan 4 wanita. Dan pengikut sahabat yang berjumlah 83 orang.
Keempat : pengikut perjanjian aqabah pertama. Mereka adalah 12 sahabat.
Kelima : pengikut perjanjian aqabah kedua, yang memeluk agama islam tahun pertama. Mereka terdiri dari 70 sahabat anshar diserta dua orang wanita.
Keenam : para sahabat muhajirin yang sampai kemadinah , ketika nabi s.a.w. masih berada di quba, menjelang memasuki madinah.
Ketujuh : para pengikut perang badar.
Kedelapan : para sahabat yang hijrah diantara peristiwa perang badar dan hudaibiyah.
Kesembilan : para sahabat yang melakukan bai’at di bawah pohon di hudaibiyah (bai’ah ar-ridwan).
Kesepuluh : para sahabat yang berhijrah sebelum penaklukan mekkah dan sesedah peristiwa hudaibiyah.
Kesebelas : para sahabat yang memeluk islam pada saat penaklukan mekkah.
Kedua belas : anak-anak yang melihat nabi s.a.wi penaklukan mekkah dan haji wada’.
BAB III
Thabaqat Tabi’in Dan Atba’ut –Tabi’in
A. Thabaqat Tabi’in
Para ulama memberikan batasan bahwa Tabi’in ialah orang yang bertemu dengan sahabat dan beriman kepada Nabi. s.a.w. serta meninggal dunia dalam keadaan beriman kepada islam. Al-Qur’an dan Hadis memberi kesaksian tentang keutamaan thabaqat ini. Firman Allah: “ orang – orang yang terdahulu lagi pertama – tama (masuk islam) di antara orang-orang Muhajirn dan Anshar, dan orang –orang yang mengikuti mereka dengan baik, Allah rela kepada mereka dan merekapun rela kepada Allah.”(At-taubah:100) rasululah bersabda : “ berbahagialah orang yang melihat orang yang melihatku.” Dan “ kurun terbaik adalah kurun ku, kemudian orang –orang sesudah mereka.”
B. Thabaqat Atba’ut – Tabi’in
Atba’ut – Tabi’in (pengikut Tabi’in), yaitu orang yang bertemu dengan Tabi’in, beriman kepada Nabi s.a.w. dan meninggal dunia dalam keadaan memeluk islam, para ulama beranggapan bahwa Imam Malik Bin Anas dan Iman Syafi’i termasuk kedalam thabaqat ini. Sedangkan Imam Ahmad Bin Hanbal di anggap termasuk thabaqat sesudah Atba’ut – Tabi’in. sebab pada tahun 241 H. sedangkan periode Atba’ut – Tabi’in terakhir pada 220 H.
BAB IV
MUTTAFAQ,MUFTARAQ DAN MUTASYABIH
Dalam Pengantar Study Ilmu Hadis Mengenal Para Perawi adalah sebagai berikut :
A. Muttafaq Dan Muftaraq
Yaitu yang maksud “Muttafaq” dan “Muftaraq” adalah “ nama perawi sama dengan nama ayah nya, baik sama dalam tulisan ataupun bacaan nya. Sedangkan sebenarnya mereka orang yang berbeda.”
Contoh :
1. Nama Al-Khalil Bin Ahmad menjadi nama untuk enam orang, orang yang pertama yang mempunyai nama itu adalah guru sibawaihi.
2. Nama Ahmad bin Ja’far Bin Hamdan adalah nama yang dimiliki oleh empat yang hidup dalam satu masa.
Adapun manfaat dari mengetahui hal ini adalah menghindari karacuan, bisa jadi orang banyak mempunyai nama yang sama di anggap satu orang,
B. Mu’talaf Dan Mukhtalaf
Yang dimaksud dengan “Mu’talaf” dan “Mukhtalaf .” sesuatu yang sama tulisannya akan tetapi berbeda bacaannya, baik berupa nama, gelar, panggilan dan nasab.”
Conto :
1. “Salam” dengan “Sallam”, tulisannya sama namun bacaannya berbeda.
C. Mutasyabih
Mutasyabih adalah kesamaan nama – nama para perawi baik tulisannya maupun bacaanya, sedangkan nama-nama ayah mereka berbeda bacaanya namun tulisannya sama atau sebaliknya, nama ayah mereka sama tulisannya dan bacaannya sedangkan nama mereka berbeda bacaannya namun sama tulisannya.
Contoh :
1. “Muhammad bin uqail; dengan :Muhammad bin aqil”, yang pertama huruf ain dalalm nama ayahnya dibaca dhammah sedangkan yang kedua di baca fathah.
DAFTAR PUSTAKA
Al-Mukhtashar
Pengantar Study Ilmu Hadis
THABAQAT PARA RAWI
Thabaqat Para Rawi Dan Pembagiannya Menurut Istilah..!
Hampir semua ahli hadist sepakat bahwa thabaqat ialah sekumpulan orang yang sebaya dalamusiadan dalam menemukan guru)Para rawi dibagi dalam beberapa thabaqat,yang murni sebagairasalah).Diantara para ahli ada yang memasukkan seluruh sahabat ke dalam satu kelompok thabaqat,lalu tabi’in pada thabaqat kedua,kemudian orang-orang sesudah mereka pada thabaqat ketiga.Pembagian ini berpegang pada sabda Nabi saw.”Kurun yang lebih baik adalah kurunku,kemudian orang-orang sesudah mereka,kemudian orang-orang sesudah mereka.”Rasulullah saw.menyebutkan dua atau tiga kurun lagi sesudah kurun beliau.
Ada pula ulama yang membagi para sahabat dalam beberap thabaqat,lalu pengelompokkan diteruskan kepada para tabi’in dan orang –orang sesudah mereka.Masing-masing kelompok dibagi dalam beberap thabaqat.
Pembagian cermat terhadap satu kelompok itu,membuat terhimpunnya individu-individu kelompok tersebut menurut sifatnya masing-masing.Dalam thabaqat sahabat minsalnya,berbagai kelompok bertemu dalam bertemu dalam sifatnya tertentu:ada pemeluk islam yang lebih awal,ada yang tergolong muhajirin,dan ada yang pelaku peperangan. Abu BAKAR ,umpamanya ,termasuk kedalam empat thabaqat sekaligus: sahabat Nabi, termasuk,pemeluk agama islam,yang mendapat kabar gembira bakal masuk sorga,dan muhajirin.setiap orang yang memiliki kesamaan dengan salah satusifat ini,ia berda dalam satu thabaqat dengan Abu Bakar.
Dari sinilah mulai lahirnya thabaqat sahabat dan thabaqat tabi’in,berdasarkan beragam pertimbangan dan perbedaan sudut pandangan yang menjadi pertimbangan untuk klasifikasinya.
Thabaqat Para Rawi Menurut Pembagian Ibnu Hajar
Ibnu Hajar al-Asqalani telah berusaha meringkas thabaqat para rawi sejak masa sahabat hingga akhir masa periwyatan.Pembagiannya terdiri dari 12 thabaqat,yang hanya terdiri dari kelompok orang yang mempunyai riwayat dalam AL-Kutub as-Sittah.
Pertama : Sahabat dengan berbagai tingkatannya.
Kedua : Thabaqat tabi’in pertma,seperti sa’id bin Musayyab.
Ketiga : Thabaqat tabi’ in pertengahan,seperti AL-Hasan dan Ibnu sirin
Keempat : Thabaqat urutan berikutnya,periwywtan mereka umumnya bersumber dari tabi’in seperti AZ-Zuhri dan Qatadah.
Kelima : Thabaqat tabi’in akhir yang tidak dapat dipastikan bahw mereka mendengaran penuturan hadist secara langsung dari sahabat.termasuk dalam thabaqat ini adalah AL-A’masi.
Keenam : Orang- orang yang tampil bersama thabaqat kelima,tetapi dapat dipastikan bahwa mereka tidak pernah bertemu dengan salah seorang sahabat Rasulullah saw.Diantara mereka termasuk Ibn Juraij.
Ketujuh : Thabaqat atba’ut-tabi’in (sesudah tabi’in) yang pertama,seprti Malik bin Anas dan Sufyan ats-Tsauri.
Kedelapan : Atba’ut-tabi’in pertengahan,seperti Ibnu Uyainah dan Ibnu Ulayyah.
Kesembilan : Thabaqat atba’ut-tabi’in akhir.Dalam kelompok ini termasuk Abu Dawud,Ath-Thayalisi dan Asy-Syafi’i.
Kesepuluh : Orang-orang pertama yang mengutip dari atb’ut-tabi’in, yang tidak pernah bertemu dengan para tabi’in,sepertiAhmad bin Hanbal.
Kesebelas : Thabaqat pertengahan dari orang-orang yang mengutip atba’ut-tabi’in , seperti Adz-Dzuhli dan AL-Bukhari.
Keduabelas : Orang-orang terkhir yang mengutip dari atba’ut-tabi’in,seprti At-Tirmidzi.
Mengetahui thabaqat para rawi dapat meniadakan kerancuan,mencegah bercampur-aduknya nama-nama dan gelar-gelar yang serupa.Bagi peneliti, pengetahuan tentang thabaqat akan memberi mereka pemahaman akan bentuk-bentuk tadlis,inqitha’dan irsal.Karena itu,kami ingin memaparkan thabaqat-thabaqat terpenting berikut biografi para perawi dalam setiap thabaqat.jadi,kita mempelajarithabaqat sahabat,thabaqat tabi’in,dan thabaqat atba’ut-tabi’in.
THABAQAT SAHABAT
Pengertian Thabaqat Sahabat
Menurut para ulama,yang disebut” sahabat” adalah orang yang bertemu dengan Nabi s.a.w. dalam keadaan beriman dan meniggal dunia sebagai pemeluk agama islam.Pertemuan dengan Nabi s.a.w.meskipun hanya sejenak,merupakan suatu seharusan.Rja Najasyi,minsalnya,tidak dianggap sebagai sahabat,sebab kendati ia beriman kepada Rasulullah s.a.w .tetapi tidak bertemu dengan beliau.seorang anak,asal berakal dan cerdik,serta memenuhi criteria itubisa saja dimasukkan dalam kategori sahabat.bahkan anak-anak dengan tingkatan kecerdasan lebih rendah,asal sudah dapat memahami pembicaraan dan memberikan jawaban,seperti AL-Hasan dan AL –Husain – keduanya putra Ali – serta Mahmud bin ar-rabi’.Demikian menurut An-Nawawi dan AL-Iraqi.
Para ulama membuat beberapa ketentuan ,dan apabila salah satu daripadanya terpenuhi,sudah dapat bagi seseorang disebut sahabat Nabi s.a.w. yang terpenting ialah:
Pertama : Sudah diketahui secara luas kesahabatannya,seperti sepuluh orang sahabat yang mendapat kabar gembira akan masuk sorga.mereke adalah khulafa’ar-rasyidin (Abu Bakar,Umar,Utsman dan Ali),sa’adbin Abi Waqqash,Sa’id bin Zaid,Thalhah bin Ubadillah,Az-Zubair bin al-awwam,Abdurrahman bin Auf dan Abu Ubaidah Amir bi al-jarrah.kita telah memaklumi bahwa kesahabatan Abu Bakar telah ditetapkan dalam AL-Qur’an:” Ketika ia(Muhammad)berkata kepada sahabatnya:jangan kamu berduka-cita,sungguh Allah bserta kita.” (At-Taubah40)
Kedua : dikenal meskipun tidak begitu luas kesahabatnya seperti Dlimam bin Tsa’labah dan Akasyah Bin Muhashin.
Ketiga : pengukuhan sahabat dikenal bahwa sifulan adalah sahabat,
Keempat : pengakuan seorang yang terkenal adil dan terpercaya dan melingkupi batas waktu yang mungkin. Para ulama menentukan batas waktu yang mungkin itu tidak melewati tahun 110 H.
Oleh eh karena itu adalah wajar bila para ulama menolak pengakuan kesahabatan yang dilakukan oleh Jafar Bin Nastur ar-rumi sesudah tahun 200 H. dan Sarbatik al-Hindi yang wafat pada 333H.
Ibnu shalah, Ibnu Abdil Barr dan An Nawawi mengemukakan kesepakatan ulama tentang keadilan sahabat, dalam Al-Qur’an dan Hadis terdapat isyarat mengenai keutamaan dan keadilan para sahabat. Allah SWT. Berfirman :
Artinya “ kalian umat terbaik yang dilahirkan untuk manusia ,”. (ali – imran : 110)
Artinya : “ dan demikian pula kami telah menjadikan kalian sebagai umat yang adil dan pilihan, agar kalian menjadi saksi atas (perbuatan) manusia.” (al – baqarah : 143)
Diantara sahabat yang di anggap banyak meriwayatkan hadis nabi lebih dari seribu. Ada tujuh orang:
1. Abu Hurairah sebanyak 5.374 hadis
2. Ibnu Umar, 2.630 hadis
3. Anas Bin Malik, 2.286 hadis
4. Sayyidah Aisyah, 2.210 hadis
5. Abdullah Bin Abbas 1.660 hadis
6. Jabir Bin Abdullah, 1.540 hadis
7. Abu Sa’id Al-Khudri, 1.170 hadis
Dalam tahaqat nya, ibnu sa’ad hanya mengelompokkan sahabat dalalm lima thabaqat. Jumlah thabaqat meningkat menjadi : 12 thabaqat menurut urutannya yang lebih dahulu memeluk islam, hijrah dan mengikuti peperangan .
Pertama : mereka lebih dulu masuk islam, yaitu orang –orang yang beriman dimekkah, seperti halnya sepuluh sahabat nabi yang mendapat khabar masuk surga, serta khadijah dan bilal.
Kedua : anggota dar an-nadwah yang memeluk islam sesudah umar masuk islam,
Ketiga : para sahabat yang hijrah ke habasyah pada tahun sesudah rasulullah di utus. Mereka terdiri dari 11 laki-laki dan 4 wanita. Dan pengikut sahabat yang berjumlah 83 orang.
Keempat : pengikut perjanjian aqabah pertama. Mereka adalah 12 sahabat.
Kelima : pengikut perjanjian aqabah kedua, yang memeluk agama islam tahun pertama. Mereka terdiri dari 70 sahabat anshar diserta dua orang wanita.
Keenam : para sahabat muhajirin yang sampai kemadinah , ketika nabi s.a.w. masih berada di quba, menjelang memasuki madinah.
Ketujuh : para pengikut perang badar.
Kedelapan : para sahabat yang hijrah diantara peristiwa perang badar dan hudaibiyah.
Kesembilan : para sahabat yang melakukan bai’at di bawah pohon di hudaibiyah (bai’ah ar-ridwan).
Kesepuluh : para sahabat yang berhijrah sebelum penaklukan mekkah dan sesedah peristiwa hudaibiyah.
Kesebelas : para sahabat yang memeluk islam pada saat penaklukan mekkah.
Kedua belas : anak-anak yang melihat nabi s.a.wi penaklukan mekkah dan haji wada’.
BAB III
Thabaqat Tabi’in Dan Atba’ut –Tabi’in
A. Thabaqat Tabi’in
Para ulama memberikan batasan bahwa Tabi’in ialah orang yang bertemu dengan sahabat dan beriman kepada Nabi. s.a.w. serta meninggal dunia dalam keadaan beriman kepada islam. Al-Qur’an dan Hadis memberi kesaksian tentang keutamaan thabaqat ini. Firman Allah: “ orang – orang yang terdahulu lagi pertama – tama (masuk islam) di antara orang-orang Muhajirn dan Anshar, dan orang –orang yang mengikuti mereka dengan baik, Allah rela kepada mereka dan merekapun rela kepada Allah.”(At-taubah:100) rasululah bersabda : “ berbahagialah orang yang melihat orang yang melihatku.” Dan “ kurun terbaik adalah kurun ku, kemudian orang –orang sesudah mereka.”
B. Thabaqat Atba’ut – Tabi’in
Atba’ut – Tabi’in (pengikut Tabi’in), yaitu orang yang bertemu dengan Tabi’in, beriman kepada Nabi s.a.w. dan meninggal dunia dalam keadaan memeluk islam, para ulama beranggapan bahwa Imam Malik Bin Anas dan Iman Syafi’i termasuk kedalam thabaqat ini. Sedangkan Imam Ahmad Bin Hanbal di anggap termasuk thabaqat sesudah Atba’ut – Tabi’in. sebab pada tahun 241 H. sedangkan periode Atba’ut – Tabi’in terakhir pada 220 H.
BAB IV
MUTTAFAQ,MUFTARAQ DAN MUTASYABIH
Dalam Pengantar Study Ilmu Hadis Mengenal Para Perawi adalah sebagai berikut :
A. Muttafaq Dan Muftaraq
Yaitu yang maksud “Muttafaq” dan “Muftaraq” adalah “ nama perawi sama dengan nama ayah nya, baik sama dalam tulisan ataupun bacaan nya. Sedangkan sebenarnya mereka orang yang berbeda.”
Contoh :
1. Nama Al-Khalil Bin Ahmad menjadi nama untuk enam orang, orang yang pertama yang mempunyai nama itu adalah guru sibawaihi.
2. Nama Ahmad bin Ja’far Bin Hamdan adalah nama yang dimiliki oleh empat yang hidup dalam satu masa.
Adapun manfaat dari mengetahui hal ini adalah menghindari karacuan, bisa jadi orang banyak mempunyai nama yang sama di anggap satu orang,
B. Mu’talaf Dan Mukhtalaf
Yang dimaksud dengan “Mu’talaf” dan “Mukhtalaf .” sesuatu yang sama tulisannya akan tetapi berbeda bacaannya, baik berupa nama, gelar, panggilan dan nasab.”
Conto :
1. “Salam” dengan “Sallam”, tulisannya sama namun bacaannya berbeda.
C. Mutasyabih
Mutasyabih adalah kesamaan nama – nama para perawi baik tulisannya maupun bacaanya, sedangkan nama-nama ayah mereka berbeda bacaanya namun tulisannya sama atau sebaliknya, nama ayah mereka sama tulisannya dan bacaannya sedangkan nama mereka berbeda bacaannya namun sama tulisannya.
Contoh :
1. “Muhammad bin uqail; dengan :Muhammad bin aqil”, yang pertama huruf ain dalalm nama ayahnya dibaca dhammah sedangkan yang kedua di baca fathah.
DAFTAR PUSTAKA
Al-Mukhtashar
Pengantar Study Ilmu Hadis
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