Mashari, S.Pd., M.Si as Principal of SMAN 13 Makassar, who has allowed the author to do research in his school. The author would like to express the greatest appreciation to this great family, especially his beloved parents, Markus Gandang and Adolfina Tandi, who always prepare and make a lot of sacrifices and pray for his salvation and success. Mom and Dad, the author could never repay you for all you have done for his, your love and support is priceless.
The writer really appreciates all your help and hopefully son, the writer owes everything to you. As a human being, the writer realizes that what he presents in this skripsi is still far from perfection. The purpose of this study is to determine whether using the Mix Freeze Group strategy can improve students' ability to understand reading content and be able to overcome difficulties that students face in understanding the content of the reading or discourse.
The purpose of this research is to find out how to use Mix Freeze Group's strategy. Page Table 4.1: Assessment sheet Reading Comprehension of Students (Pre-test) 42 Table 4.2: The rate percentage of the students in Pre-test 43 Table 4.3: Assessment sheet Reading Comprehension of Students (Post-test) 44 Table 4.4: The Rate percentage of the students' post-test 45 Table 4.5: The students s average score in pre-test and post-test 46 Table 4.6: The T-test value Reading Comprehension before and after.
INTRODUCTION
Background
Based on the diagnostic test of SMA Negeri 13 Makassar, the data of students' average score is very low. This may be caused by the methods and techniques or strategy that are not suitable for the needs of the students or for the level and interest of the students. The reading texts taught in the first grade of SMA Negeri 13 Makassar were descriptive and narrative. As long as some approaches have been applied to improve students' reading comprehension in school, but these approaches are still weak, in other words, these approaches are not significant to improve students' reading comprehension performance, students may still not the ideas and not serious reading, must be present for the successful recognition and analysis of text, especially the complex reading text of language.
This is an interesting strategy and can increase the student's reading skills, namely Mix Freeze Group Strategy to improve the student's reading comprehension. Based on Kagan that one of the strategies that can be used in teaching reading is the “Mix Freeze Group” method, which is interesting and enjoyable for the students. This learning strategy is expected to solve the problems the students face and the students will better understand the content of the reading they will learn.
In addition, the effectiveness of the Mix Freeze Group Strategy of reading training can improve students' auditory processing (comprehension) and classroom behavior (Afflerbach and Paris 2008). Based on the fact that happened in that school, the students were not able to understand the reading in the first grade of SMA Negeri 13 Makassar.
Problem Statement
Objective of the Research
Scope of the Research
Previous Related Studies
Researcher studies focused on the effectiveness of the Mix Freeze Group Strategy and improving student reading comprehension in general. Therefore, in the current research, the researcher focuses on students' reading comprehension and Group Mix Freeze Strategy.
The Some Concept of Mix Freeze Group Strategy 1. Definition of Mix Freeze Group Strategy
- The History Of Mix Freeze Group Strategy
- Characteristic Of Mix Freeze Group Strategy
- The Principle Of Mix Freeze Group Strategy
- The Structural Approach to Mix Freeze Group Strategy a. Grouping of Students
- Effective Small Group Teaching
- The Goals Of Small Group Teaching
Furthermore, Kagan states that although it is often confused with group work, Mix Freeze Group is actually a specific structure of pedagogical skills that emphasizes individual accountability and classroom synergy. Barbara said the Mix Freeze Group Strategy is classroom activities where the structures emphasize positive interpersonal peer relationships, equality, self-esteem and achievement. Mix Freeze Group Strategy is one of the types of cooperative learning strategy, it was proposed by Kagan at the University of California in 2004, which is the most version of his theory and has been met with more resistance than other forms of cooperative learning.
This strategy briefly describes and discusses Spencer Kagan's Mix Freeze Group approach to collaborative learning. Mix Freeze group strategy in cooperative learning is a type of structured peer interaction that emphasizes positive human relations, peer cooperation, active learning, academic achievement, equal participation, and equal status of students in the classroom. The Mix Freeze Group strategy can be applied to many subject materials, such as reading a text, listening and speaking in a group, mastering the content should lead and know more vocabulary, especially when reading a text, students read and understand the meaning of words and interpret the content of the text.
The students will have time to read and share their ideas to answer the question about the reading text. It can therefore be important that the teacher is their subject when teaching small groups.
The some Concept of Reading 1. Concept of Reading
- Reading Comprehension
- Reading Strategies
- Investigating Reading Strategies
- The Roles of Metacognition in Reading Comprehension
Third, Meyer (2011:4) defines reading as the process of creating meaning from the text being read. Reading instruction not only teaches the language used in the text, but also allows students to respond to the meaning and message of the text. It is important to introduce the theme of the text before the teacher asks the students to read it.
Literal reading refers to acquiring the meaning of ideas or information that are explicitly expressed in the text. Creative reading also means using your experience and knowledge of the world to critically examine the ideas presented in the text. Readers' analysis and their identification of small parts of a text is done before extracting meaning from the text (Barnett, 2007).
Meaningful reading occurs when already known ideas are related to new information found in the text with schemas already formed by the reader. In the post-reading phase, metacognition encourages reflection on the reading material and recall of main ideas and details to summaries of the text.
Conceptual Framework
Hypothesis
RESEARCH METHOD
- Research Design
- Research Variables
- Population and Sample 1. Population
- Sample
- Research Instrument
- Location of the Research
- The Procedur of Collecting Data 1. Pre-Test
- Treatment
- Post-Test
- Technique of Data Analysis
- Findings
- Data Presentation
- Discussion
- Conclusion
- Suggestion
The pretest results were a tool to know the students' basic reading comprehension before receiving treatment using the mix-freeze group strategy. Based on the above table, the writer concluded that most of the students of SMA Negeri 13 Makassar were poor in the reading comprehension test through Mix Freeze Group Strategy. The writer concluded that the students' percentages after the test were higher than the pre-test.
It proved that the students' percentage improves after the application of Mix Freeze Group Strategy in Reading Comprehension. Based on table 4.5 above, it indicates that the students' improvement of the first-year students taught by Mix Freeze Group Strategy was passed because the result of the average score of the students' pre-test (51.25) and post-test (70). The other reason is that the result from pre-test to post-test was increased to twenty points, then the students' improvement of reading comprehension by using Mix Freeze Group Strategy was 36.5%.
It can be concluded that the use of the Mix Freeze Group strategy was successful in improving students' reading comprehension. The data collected through the Mix Freeze Group Strategy described in the previous section showed that students' reading comprehension improved. The statistical analysis from the result of the students' reading comprehension of the first year students at SMA Negeri 13 Makassar in this research showed that the students' reading comprehension before teaching using Mix Freeze Group Strategy is in average scale.
It was supported by the frequency and rate percentage on the result of the students' scores in the pre-test and post-test. The students' scores after presenting in the teaching of reading through Mix Freeze Group Strategy were better than. The students were also very interested in learning reading through the Mix Freeze Group Strategy as shown in the table.
The writer hypothesizes that teaching reading with the Mix Freeze group strategy is indeed beneficial for improving students' reading comprehension because it was supported by the frequency and percentage of the student's score in the pretest. Based on the above discussion, the writer concluded that the Mix Freeze Group strategy in teaching reading could improve students' reading comprehension at SMA Negeri 13 Makassar. Using the Mix Freeze Group strategy used in teaching reading materials to develop students' reading comprehension.
BIBLIOGRAPHY
Awareness of Reading Strategy Use of Indian ESL Students and Its Relationship with Reading Comprehension Performance. Modeling cognitive and metacognitive strategies and their relationships with EFL reading test performance. Melbourne Papers in Language Testing, 53-96. Retrieved from (https://www.researchgate.net/profile/Aek_Phakiti/publication/263046696_Modeling_cognitive_and_. metacognitive_strategies_and_their_relationships_to_EFL_reading_test_p erformance).
Improving the Reading Comprehension of the Second Year Students of Madrasah Aliyah Tarbiyah Takalar through Question Answer Relationship Strategy Thesis UIN Aludin Makassar. The application of a shared reading strategy to improve the reading comprehension of the second-year students of SMP Aisyiyah.
APPENDIXES
Attendance List
Research Instrument
- Standar Kompetensi
- Kompetensi Dasar
- Indikator Pencapaian Kompetensi
- Materi Pokok
- Media danAlat Pembelejaran a. Kuesioner (Bacaandanpilihanganda)
- RubrikPenilaian
Choose one of the most appropriate answers by marking a cross (X) on the attached answer sheet. Call an ambulance, please." Miko ran to the nearest house and asked the lady to call an ambulance. An ambulance arrived, paramedics put the cyclist on a stretcher and took him to the hospital in an ambulance.
Memahami karangan sederhana berbentuk narasi, deskriptif dan berita dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan, dan lain-lain) secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari. Membaca nyaring berarti wacana tertulis yang dibicarakan dengan pengucapan dan intonasi yang benar.
Siswa dapat membacakan dengan lantang berbagai teks tertulis yang dibahas dengan pengucapan dan intonasi yang benar, mengidentifikasi topik teks yang dibaca dan informasi tertentu. Menyapa siswa dengan ramah ketika memasuki kelas (nilai yang diajarkan: sopan, peduli).
The formula of mean score Pre-Test
Administration
Documentation