Improving the Students Reading Comprehension Through Mix Freeze Group Strategy

This research aimed to explain the improvement of the students' reading comprehension in terms of Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion. To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken from the second-grade students of SMAN 1 Bontomarannu with a number of the subject were 35 students. The research findings indicated that the application of SMAN 1 Bontomarannu) Strategy was significant in improving the students' reading comprehension in terms of Specific Information and Creative reading of the text. It was proved by the mean score of the cycle I was 60.69. It was classified as fair then improved to be 73.38. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.7 that classified as poor. Therefore there was the improvement of the students' reading comprehension in terms of Specific Information of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing with characterization and conclusion.

the successful recognition and analysis of text, especially the compleks reading text of language.
From the problems above the researcher will apply one of teaching strategy. This is an interesting strategy and it can increase the student's reading ability namely Mix Freeze Group Strategy to improve the students' reading comprehension. This strategy is designed to create the students' target score is 70. Pressley and Block (2002) also suggested that teachers can learn and teach by using strategy, how the strategies work and become better able to teach them to their own students by applying the strategies to their own reading. Based on Kagan that one of strategy that can be used in teaching reading is a "Mix Freeze Group" method, which is interesting and enjoyable for the students.
Therefore to overcome this problem the researchers applies a concept or strategy Mix Freeze Group. This learning strategy is expected to solve the problems faced by the students and the students will better understand the content of reading they will learn. Students will be more motivated by the strategy is applied by teachers. This strategy can also guide students in learning to read because it directly supervised during the learning process. Beside that the effectiveness of the Mix Freeze group strategy of Reading Training can improve the students' auditory processing (understanding) and classroom behavior (Madaule, 1993).  Developed Cooperative learning is called Mix Freeze Group Strategy to improve a class building and a type of structural peer interaction emphasizing positive human relationship in the classroom and uses to stimulation to train and develop reading related communication, language, and learning skill group. The idea is the strategy is designed to replicate, through thingking, interpreting the various steps of the student's development with respect to reading, vocabulary and language. The strategy, structures, and procedures of the Mix, Freeze Group Strategy can develope students' interaction and mastering vocabulary. Mix Freeze Group Strategy is a class building and content mastery strategy developed, this strategy can be used in many skill not only reading but also listening and speaking.  states that though often confused with group work, Mix Freeze Group is actually a specific structure of educational skill that emphasizes individual accountablity and classroom synergy. several structures-or team work to improve students'content mastery. some structures can be used for basic class building too. Barbara, and Kathy (1995), argues that Mix Freeze Group Strategy is classroom activities which the structures stress positive interpersonal peer relationship, equality, self esteem, and achievement. Students can work together by following the step to the structure, using material or content selected by the students them self or by the teacher. Basicly this strategy has structural appcoach to cooperative learning and make the students are interested the class building teaching learning process.

Concept Of Mix, Freeze Group Strategy
Kagan has developed Mix Freeze Group" structures" which may be thought of as steps to classroom activities with structural approach various aims,

The History Of Mix Freeze Group Strategy
Mix Freeze Group Strategy is one the types of cooperative learning strategy, it was proposed by Kagan at California University in 1994 which is the most edition to his teory and has been met with more resistance than others type of cooperative learning, it also has been implemented in Japan by Jane Joritz-Nakagawa (Aichi University of Education) in 1998. ( Kagan, 1994 : 12 ) This strategy briefly describes and discusses Spencer kagan's approach to and egalitarian ways, with content provided by the teacher or students. (Jalt Association: 1994)

Characteristic Of Mix, Freeze Group Strategy
According to Laure Candler 1998, The Characteristic of Mix Freeze Group are: a. Finding more vocabulary Mix Freeze Group Strategy can apply in many subject materials such as reading text, listening and speaking group, in content mastery it sould be guided and know more vocabulary, specifically in reading text the students read and understand the words means and interprate the text content. This strategy guided us to read more vocabulary and share with the partner to solve the problem given.
b. Have keen many sensory (sigh,sound, brain, tought, ) to notice and reach the word means.
This strategy involved our sigh, our mind, and our though to respons the material. We have to speak with our partner, share with our group and read and think the text carefully by using our own sigh and tought. To reach the materials aims the students must have sensory in other that the problem being solved.

c. Interested in reading text, Story and Dialoque
This strategy can apply in reading, speaking and listening. This strategy like enjoy to read and understanding or listen what we talk about. The students will enjoy read the text, story or listen the dialogue because they are in freeze and they can share their ideas and thinking.

d. Expresses students's self and tinking
Because this strategy involved the students' mind and their power so they must be active in learning process, the results of the activity the students expreses their self to through the structure and also expresse their thinking what they have read and tell their team groups.

e. Involved interaction and communication
Absolutely this strategy involved interaction to materials, students and other groups. They dont do it by it self but they need comunicate the problem to their group to share their ideas and tinking, they also need discussion each other what have they read of the text to answer the question given. f. Greater language Use. Using a pair structure such as Time pair share, it takes but two minutes to give every student in the class a full minute of language output opportunity.

The Principle Of Mix Freeze Group Strategy
Whole-class question answer, to provide the same amount of reading and written language. each student would take over an hour because the teacher is giving question on the paper. and responding to each student at time. these principle of the Kagan structures are documented and detailed at length in two publication: . Kagan & Mc Groarty, 1995

The Structural Approach To Mix Freeze Group Strategy
a. Grouping of Students: 1) The researcher grouping the students by saying Mix for the first time and the students will walk around the classroom to find partner be a group.
2) The students will have time to read and share their ideas to answer the question on the reading text.
3) The researcher grouping again the students by saying Mix to find more members into their group, than freeze them again in giving them time to read and share their ideas each other and answer the next question. It will be continue until the group has been formed be four or five group.
4) The students are given time again by the researcher to share again about what have they read and make conclusion, then collect their task and then telling what have the student read infront of the class.
b. Materials Needed: 1) Materials necessary for reading skill, story text or dialuge teks.
2) Researcher should have questions prepared that can be answered on a paper.
c. Direction: 1) Student will walk arround the room in all direction and areas.
2) Student will get lost or found 3) Researcher will yell ''Freeze''! 4) While students are frozen, the researcher gives time to the students for read and share each others to answer the question .
The researcher can make group of students in the classroom. for the first the researcher yells mix and than directly the student walk around in the classroom to find the closest partner be two members in a group, and when the researcher yells freeze the student must be stop and read the text carefully while share the idea and answer the question. Next the researcher yells mix the student again to find partner be three members and the reseacher yells freeze to the student read the text and answer the next question. After finish the time given the teacher mix again for the thirth time for find partner be three members, Next student read again the text and discuss their opinions, or respond to a comment to answer the next question when the reseacher yells freeze, it will be continue until five group and the group must answer the all question given.
When time is over the researcher gives time and chance for the Student to share again of the reading text and make conclusion of the text .

Effective Small Group Teaching
Effective small group teaching is much more challenge task than is often realized. it is much more difficult for students to discuss coherently, to question, and think the underlying themes are getting students to talk to each other as well as a tutor-and getting students to think. we than explore the skill required by students as well as a tutors if small group teaching to be effective an ending it with guidlines for preparing for small group teaching and some suggestions for evaluating your own small group teaching.
The major theme of research on small group teaching in the past fifty years has been the question when small group teaching should be used. a review of over a hundred studies which used examination results as the sole criterion (Dubin and Taveggia 1968) suggested that small group teaching is only as effective as other methods of teaching-and more costly. This finding may tell us, more about the examination than the teaching. These reviews by more recent writers ( Kulik 1979;Bligh 1980;Jaques 1984 ) shows that small group teaching is usually better than other methods at promoting intellectual skills including problem-solving and at changing attitudes, and about as effective as other methods at presenting information. and small group teaching is an efficient method of imparting information-its potensial team work and share in the interplay of ideas and views that develop a student capacity to think.

The Goals Of Small Group Teaching
Put simply the immediate goals of small group teaching are to get students to talk and think. The long -term goals are personal growth and competence.
These goals may be expressed in the form : a. The depelopment of communication skills Discussion also develops skill that are central to most professions; the ability to communicate with others (both propessional and 'lay'), and the sensitive and precise handling of the language of the subject. This language contains not only concepts, fact, and processes many physicist value quantitative measurements, pure mathematicians are concerned with rigior of proofs, and historians with the quality of various types of evidence. So one of the goals of small group teaching may be socialize student into the values and perspectives of your own subject, dicipline, or profession. It may be important, therefore, for the teacher to be their subject' when small group teaching. In other words to show, discuss, and encourage certain ways of thinking, of using evidence, and of structuring ideas and procedures.

b. The development of intellectual and professional competencies
Every subject probably has its own style of thinking but also features in common with other styles. Some types of thinking: c. The personal growth of students ( like tutor ) The goals of personal growth necessarily includes the development of communication skills and thinking. It also include the notions of developing your self confidence, managing your own learning, working with others, and insigh into your self and others. In the short term attention to the affective goals may well encourage the group to talk and think. In the long term attention to these goals may assist a person to develop professionality as well as personality.
These three goals are interconnected in practice and each has implications for the role of the students in small group teaching. For the goals to be achieved the teacher has to consider the students involved as well as the task. Indeed the teachers' role is three fold: managing the learning task, the individuals, and the group process. ( Brown and Atkins;52, 54 ).

Concept of Reading Comprehension
Reading comprehension is complex process in which the readers uses mental content to obtain the meaning from written materials. It means that reading is a complex process in which the reader is supposed to recognized meaning of printed words; it can be that reading comprehension is capability to understand of paragraphs, the ideas of one passage. In other words, reading comprehension is the act of what the eyes have been in finding information from the reading passage both explicitly, implicitly, and ability to describe the conclusion from the information. Smith and Robinson (2007:7) states reading comprehension is complex process in which the readers uses mental content to obtain the meaning from written materials. It means that reading is a complex process in which the reader is supposed to recognized meaning of printed words; it can be that reading comprehension is capability to understand of paragraphs, the ideas of one passage

Levels of Reading Comprehension
The levels of Reading Comprehension according to Smith (1977:107) are: Literal reading, Interpretative reading, Critical reading and Creative reading. But Reseacher will not explaine all of them in detailly, but only specific information, sequencing event, and creative reading which is corelated with the variables, it will be shown as below :

a. Literal Reading
Literal reading refers to the acquisition of meaning of ideas or information that is explicitly stated in the text. Some specific reading skill at the literal level of comprehension are: identifying specific information , sequencing event when explicitly.

1) Identifying Specific Information
This reading requires one to focus his attention only on one or some particular information or detail which he need form a text; the rest of the text may not be read anymore. That information may be a name, a date, a scientific term, or a place or just anything, the search for which motivates the person to read.
In looking for a detail, the reader must look for signals in the environment of the needed information or in the information it self.

2) Sequencing Events
Meaningful reading results from the reader's ability to follow the flow of thought of the writer. This is so because any discourse is made up of words and sentences which are not only grammatically linked to one another, but also related with conflict and plot, the basic conflict is dramatic conflict. For convinience, we can place the dramatic conflict that foubd in short stories in three categories. Those are: a) First is the fhisical or Elemental Conflict. Here we usually find a person or thing in conflict with nature. In such a story we may go through the struggles of a man climbing a mountain, a woman fighting to survive in acycloue,etc. The principal appeal of kind of story is almost wholly to the emotions of the reader.
b) The second types of dramatic conflict is Social conflict. In this type the is of one person against another:two women seeking to marry the same man, two men competing for job, a detective pitted against a criminal, a child in conflict with his parents,etc. The principal the conflict happen between the actor to another actor.
c) The tird type of confict is Internal or Psychological conflict. Here we find a person struggling against with him or her self, his conscience, his guilt, or simply trying to decide what he's going to do. In such a story we may see an honest man but poor, a women struggling with the consequence of a lie she's told, or unwanted pregnant girl trying to decide whether to have an abortion, place her child up for adoption, or raise him alone, etc. The principal this conflict telling about anxious,doubt, uncertainly it self.
Sequence also related with plot, probably the most populer kind of story is the action of the story. In action story we concerned chiefly with what happen.
Plot is planned by the author.The story moves from a beginning through a series of events to a climax or turning point, and to logical end. The inciting forces are those statements or happenings that excite the reader and are part of the build-up of the story. In a closed plot the author resolves or concludes the story for reader.
In an open plot the story frequently ends at the climax, and the reader is left to decice what he thinks the resolution or outcome of the story might be ( Jones Jr. 1987 : 30 ).

b. Creative Reading
Creative reading involves going beyond the material presented by the author, creative reading require the readers to think as they read just as critical reading and it also require the reader to use their imagination, in creative solution to those by the author. Creative reading, that is so apply ideas from the text to new situation and to combine author's ideas with other ideas to from new concepts or expand old ones. In creative reading the reader tries to purpose new alternative solution or response those by the writer. It requires readers feeling for the text and subject. The answers are not found in the text; they come strictly from the readers.
While non personal responses are incorrect, they cannot be unfounded; they must relate to the content of the text and reflect a literal understand of the material. According to Marshall (1998), creative reading is the readers'understood to involve the more predictable and manageable set of skills. The ability to accurately represent the argument in the assigned reading. While we do think the ability to accurately represent the ideas of other writer is of central importance.
We also think that it is not just away to better comprehend the ideas of others, but can also be creative process for developing and then better understanding your own ideas as they relate to the ideas of others. Creative readers make sure that they know what the author is saying while, at the same time, devoting their energies to actively constructing otherwise implicit relationship between ideas, even, and context. Tha is, creative reading involves imagining how and why different position represented in the text migt be made to relate to each other.
Creative reading also means using your own experience and knowledge of the world to critically examine the ideas presented in the text. By considering an authors' ideas in new context, you can find your own ways to develope your own contribution to the public debate which these reading text (Mirriam &Marshal 1998).

A. Research Design
This is an action research (CAR) that conducted at SMA Negeri 1 Bonto Marannu. The subject of the research is the first grade students of the class X.8 in 2012-2013 academic years. In the observation the research used test to know the students prior knowledge in the class. In fact, the researcher has found the student's reading comprehension is very low.

B. Research Instrument
Basicly classroom action research has two main instruments which used The data from cycle 1 and cycle II had been analyzed the following steps: 1. To Score the students' answer of the test, the researcher used formula.
Scoring the students answer based on the following criteria, they were:

Specific information dealing main ideas and sequences event Indicators
Score Student uses all relevant information stated directly in the text to answer the questions.
40 Student uses most relevant information stated directly in the text to answer the questions.  (Gay, 1981: 298) 3. Classifying score of students reading comprehension Students' participation were counted through percentage formula.

The Improvement of the Students' Specific Information of The Text.
The improvement of the students' reading comprehension of the text, which focused on Specific Information which is consist of main ideas, and sequence details as indicators in X8 SMAN 1 BONTO MARANNU as result of the students' assessment of Cycle I and Cycle II can be seen clearly in the following The table above indicates of the mean score specific Information in cycle 1 it indicates (57.76). and for cycle II it indicates (69.93). it is prooved that there is significant improvement from cycle 1 and to cyle II To see clearly the improvement of the students' specific information of the text, the following chart is presented: Figure 1: The Improvement of the Students' Specific Information of the text The chard above shows that there is improvement of main ideas and sequnces details from cycle 1 to cycle II. Where if we calculated the improvement of main ideas from cycle 1 is 20%. and the improvement of sequences from cycle 1 to cycle II is 17.7%

The Improvement of the Students' Creative reading of the Text.
The improvement of the students' reading comprehension of the text, which focused on Creative Reading which is consist of characterization and conclusion as indicators in X8 SMAN 1 BONTO MARANNU as result of the students' assessment of Cycle I and Cycle II can be seen clearly in the following table : The table above indicates of the mean score of creative reading in cycle 1 it indicates (63.6). and for cycle 2 it indicates (77.97). it is proove that there is significant improvement from diagnostic test without using method to cycle 1 and to cyle II which is used method.. Cycle I and Cycle II can be seen clearly in the following table: To see clearly the improvement of the students' reading comprehension, following chart is presented:

Figure 3: The Improvement of the Students' Reading Comprehension
The chart above shows very clearly that there is improvement of the students' reading comprehension from diacnostic test to cycle I and cycle 1 to cycle II where when we calculated the improvement from diacnostic test to cycle 1 is 19% and improvement from cycle 1 to cycle II is 20% and the improvement from diagnostic test to cycle II is 44%

The Result of the Students' Activeness in Learning Process.
The result of observation of the students' activeness in teaching and learning process during 8 meetings was taken by the observer through observation sheet. It could be seen clearly through the following table:

Diagnostic Test
Cycle I

Cycle II
To see clearly the improvement of the students' activeness, following chart is presented: Figure 7: The students' observation in learning reading skills.
The chart above, presented the students' situation during teaching and learning process in reading from cycle I to the cycle II. From the graphic it is known that there is a changing of students' situation in learning reading is 69.99% and the changed to be 78.21% with improvement 11.7%

B. Discussions
In this part, discussion deals with the interpretation of findings derived from the result of findings about the students' specific information of the text consist of main ideas and sequence details and creative reading of the text consist of characterization and conclusion. phases namely: planning, action, observation, and reflecting. In cycle I, the researcher found that the students still difficult and confused to comprehend the text, expecially for specific information mainly sequnce detail. The students still was difficult to found the conflict of the story and the plot of the story.
Eventhough the resecearcher had been explained of that, not only that, the students also still was difficult to mention and explaine the kind of the character in the story, they only mentioned good or bad but didn't explained why they thought it for eventhought the students read and share with their group to answer the question. The difficulty of the students in reading had been analyzed, so the researcher had to think the solution of the problem. The researcher decided to do cycle II by doing revision in the lesson plan. In cycle II, the researcher gave more explanation again of the sequnce detail and characterization, the researcher got a good response from the students, most of them asked question to the researcher about the explanation, and they really entustiastic to read again to share again of the text by the method . Students are fair active in classroom. They can enjoy the teaching and learning process, and their score was improved in cycle II.