Semiotic pragmatic is a branch of semiotic inquiry which study “the relationship between signs and interpreter or users” use of signs. Pragmatics specifically deals with the aspects of communication specifically situational functions that underlie speech. Therefore, one of the goals of semiotic analysis is to provide analytical methods and thinking and coping frameworks for misreading or misinterpreting the meaning of a sign. The researcher uses Roland Barthes' semiotics approach, and also uses John Space 2019, used as a methodology for peeling and deciphering elements of meaning signs found in advertisements and then interpreting them.  The writer found out the message implied on billboard advertisements, 1. by focusing on the product, visually, and putting the tag line verbally, 2. By using popular artists’ endorsement on the product 3. Put the context visually first and making interpret the verbal message, 4. make the context on the Billboard, when to enjoy the product 5. The writer found the type of connotative meaning mostly uses friendly connotation 0,86% the hard connotation0,0 4%, high connotation 0.08%, dangerous connotation 0.04% means most Billboard advertisements use friendly connotation 0,86%, friendly connotation by using slang words, or colloquial sentences, that make the reader as friends. To find out the myth implied in those billboard advertisements, which is where when the connotation aspect becomes popular thought in society, then Myth naturalizes events: it transforms history into nature. myth is a semiological system that has the pretension of transcending itself into a factual system.

This paper discusses the effect of Mind Mapping and Semantic Mapping techniques on students’ reading comprehension. This research was an experimental quantitative study involving three classes, they were experimental class 1, experimental class 2 and control class. In the experimental classes, the writer applied the Mind Mapping technique and the Semantic Mapping technique while in the control class the method did not apply. The population of this research was students from class XI of Methodist Berastagi. The writer used 105 students as samples; this research sample was taken using random sampling technique. It were about 35 from XI-A class and 35 from XI-B class as experimental class and 35 from XI-C class as control class. To obtain data, the author used a reading test, as an instrument in data collection. This test consisted of two types, namely pre-test and post-test. Based on ANOVA testing P= 0.52 > 0.05 or F count = 7.65 > F table = 2 significantly affected. It can be concluded that the alternative hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, it can be concluded that Mind Mapping and Semantic Mapping significantly affect the achievement on students’ reading comprehension in narrative text. Based on the explanation above, the writer can choose these techniques as alternatives in learning.

Learning is the process of change in human character, and these changes are manifested as an increase in the quality and quantity of behavior, such as improve skills, knowledge, attitudes, habits, understanding, skills, thinking abilities, etc. To make learning enjoyable, each class should include an activity that allows students to gain new knowledge and skills. Learning activities of this type must bridge the gap between prior knowledge held by learners and new knowledge created by them. One of the psychologists known for learning theory is Albert Bandura. Albert Bandura emphasizes the importance of observing, modeling, and imitating the behaviors, attitudes, and emotional responses of others. Social learning theory considers how environmental and cognitive factors interact to influence human learning and behavior. Albert Bandura's Social Learning emphasizes the importance of the learner develop their own knowledge or information gained from model observations the surrounding environment. The learner organizes all the information in detail code. The process of preparing each code can be repeated, allowing learners to real-time feedback can be provided. The learner's behavior is the result of competence. The learner interprets knowledge or information, imitates the model, and then recognizes process and identify desired action goals. Encourage learners to think critically and creatively. Analyzing the problem and offering alternative solutions is critical to the problem.

Semantic mapping is  an excellent strategy to help students engage in higher-order thinking.  In learning reading, it is important for the students to make an effort and show their interest. The aims of this community dedication is to improve  the student’s reading comprehension ability through semantic mapping technique. This training very beneficial to the students due to their low competence in the reading comprehension skills. In general, the use of semantic mapping in the classroom can be divided into five phases. These are “introducing the topic, brainstorming, categorization, personalizing the map, post-assesment synthesis : a) Introducing the topic: the teacher studies a unit in the syllabus and determines whether or not semantic mapping can be useful. The teacher announces the topic of the unit by drawing a large oval on the board. He states that some teachers display a picture relating to the topic to stimulate students’ thoughts and to get the brainstorming procedure.b) Brainstorming: the teacher draws a blank map which consists of some blank ovals on the board and provides the students with a reading passage. Furthermore, the teacher asks the students to find some information in the passage that are appropriate to be filled into the blank map.c.)Categorization: the teacher does his best to encourage students to see relationships among their ideas in order to form category cluster.d) Personalizing the map: each student makes a copy of the blank map and complete it by using information found in the passage. E) Post-assignment synthesis: The last part of the class period is used to record students’ suggestions from their personal maps to the board version of the map made by the teacher. The discussion will probably be the centre on the amount of information acquired from the reading. Based on the result of the  pre-test and post test that given to the students, it was found that there was improvement of the average value between the pre-test and the post test on 59,52 %, where the average value of the pre-test was 44,40 and the post-test 74,60 so it can be concluded that smantic mind mapping technique training was able to increase reading comprehension of  the students of SMP 22 Medan   Key Words : Semantics Mapping Technique, Reading Comprehension