RECRPROCAL QUESTIONING AND COOPERATIVE CONFLICT RESOLUTION METODS IN MASTERING INFERENTIAL READING COMPREHENSION.

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RECIPROCAL QUESTIONING AND
COOPEFtATI\1f CONFLICT RESOLUTION METHODS
IN MASTER!
t~ G IHFERENTIAL READING COMPREHENSION
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AlJGUST, 2004

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SHEET OF APPROVAL

Th is thesis has been arranged and proposed by;
Na me: Charles David M. Silatah i..
Reg. No. 02501 0073.

Approved by:

Consu ltant II

Consultant I

Prof. M. Silitonga, M.A.Ph.I>

Prof. Dr. Jawasi Naibaho

The Head of LTBI

~=-

Prof. Dr. J a wasi Naibaho

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THESIS
RECIPROCAL QUESTIONING AND COOPERATIVE CONFLICf
RESOLUTION METHODS IN MASTERING INFERENTIAL READING
COMPREHENSION

Arranged by:

Cliarfu (])avUf !M.anufut Sifafalii
0 2 5 0 1 0 0

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3

P.ngfisli )fpptiea £inguistics

Has been defended before Thesis
Examination Committee, on August 28tb~
2004.
And declared to have fulfilled the requirement.
Approved by
Consultant .Commission:

Consultant 1

Prof. Dr. Jawasi Naibaho

Head .of English Applied Linguistics

Consultant D

Prof. M. Silitonga, M.A., Ph.D.

Director of Graduate Program UNIMED

ACKNOWLEDGEMENTS

This study is concerned with the effect of Redprocal Questioning and
Cooperative Conflict Resolution Methods in Inferential reading comprehension. The

st udy is submitted to Graduate Program of UNJMED in partial fulflllment of the fi nal
academic requirements to obtain the degree of Magister of Humanity from English
Applied Linguistics.

First of all, the writer would like to thank to the Almighty God for it is
impossible for him to complete t'his thesis without His guidance and blessing. The \\Titer
also would like to express his sincere gratitude to Prof. Dr. Jawasi Naibahol ana Prof

M. Silitonga, Ph.D. as his first and second consultants, who gave invaluable advices,
blllidance, comments, encouragement and criticisms to the writer to broaden his
perception and knowledge on the topic at hand.
He is a)so indebted to Prof. Tina Mariany Kariman, M.A., Ph.D., Amrin Saragih,
M.A., Ph.D. and Dr. Berlin Sibarani, M.Pd. for their constructive comments and
suggestions for the study. His great gratitude is also due to Prof. Dr. Jawasi Naibaho
and Dra. Meisuri, M.A both as Head and Secretary to the English Applied Linguistics
for their suggestions and administrative assistance duri ng his study and in conducting this
research, as well as to the lecturers who advised and guided him throughout his academic
years at the Graduate Program ofUNIMED.
The Head of State Senior High School of Medan 4, Mr. Nolong Samura,
M.Sc.; :Ora. Indahsari Karo-Karo and Dra. Sinur Tambunan as professional teachers

who helped him in conducting the treatment in his research. And those reachers and
students of State Senior High School of Medan 4 who gave supports to this study
should deserve his sincere gratitude for their cooperative attitude and work during the
research.

l1

The writer's

sincr~

s t

thanks should also go to his beloved

ntoh~r

.

II. fh·.

Sioaga, who has patiently given moral and financial support, her never-ending love and

her prayers.
Next, he wants to express his thanks to his brothe rs and

siter~n

law, Jacob

Silalahi, S.'Pd.- Nurdiana Siburian, Rev. Jobansen Silalahi, S.Th- Rev. Merry
Pangaribuan, S.Th, Posman Silalahi, S.ll.- Pasaribu, Faber Silalahi, S.T, Salomo
Silalabi, S.Com, his sister and brother in law, Anna Silalahi, S.Pd· Manimbul Manik
and all his nephews and nieces, who never gave up supporting him in completing this
thesis. Also, his aunt and uncle, Drs. S. Panjaitao and R, Br. Silalabi, tbr their moral
and spiritual support dwing his studies at the English Department.
His best family in Executive Class: B'lndah, Mery, Mariah, Susanto, Ira,
Wilda, Ana, B'Diani, Mr. Kamson, should also share the writer's thankfulness for their
encouragements, suggestions, and togetherness. And to all of his friends at the Engl.

~h

Applied Linguistics especially students of The 3'd generation of Graduate Program for
their moral support.
In his effort to overcome all kinds of challenges, the writer
sympathetically supported by his lovely and charity girl, Riskawaty Dumaria Sianipar,

S.Pd, who has always provided him with comforting words in times of pressure for the.
completion of this work. His great thanks should go to her for her support and loving
attitude.
Finaly~

the writer realizes that his thesis is still far from being perfect in spite of

the fact that he has done his best in completing this work. Therefore, con~fru

t ive

criticisms. comments and suggestions are welcomed for further improvement of this
thesis.
Medan, August 2002
The writer.

Charles David M. Silalahi
Reg. No. 02 501 0073

Ill

ABSTRACT
Silatahi, Charles David Marudut. 2004. Recipr~al
Questioning and Cooperative
Conflict Resolution Methods in Mastering lnferentiNI Rending
Comprehension. English Applied Linguistics, Graduate Program of

UNIMED.
The objectives of this study are to investigate whether Reciprocal Questioning and
Cooperative Conflict Resolution Methods significantly affect on inferential reading
comprehension and which of these methods is the most significantly effective.
Quantitative approach was carried in experimental design. The second year students
of State Senior High School of Medan 4 in the 2004/2005 academic years were taken
as the sample of this study in clustering sampling with 120 students divided into four
groups (three groups as experimental and a group as control). First, the researcher
administering a pre·test for both groups, then the first experimental group is treated
by using Reciprocal Questioning method, the second experimental group is treated by
using Cooperative Conflict Resolution Method and the third experimental group is
treated by using the combination of the two groups; and at the last, the researcher
registered a post-test for both. The data was analyzed by means of statistical analysis
by applying one-way ANOV A. In order to show a deep analysis, the researcber
manually and automatically (the
applied two kinds of calculation, they are~
application of a computer's program called SPSS). The result of testing the t1rst
hypothesis through manual. system showed that the Fobserved is greater than the Ftable
(27.941 > 3.94 (df: 0.01)). And the result of analysing the data through SPSS also
showed the same condition. (Fobserved is greater than Ft~b lc : 28.072 > 3.94 (df: 0.01)).
The difference between the manual system and SPSS is not significant. Later on the
Newman-Keuls fonnu1a was applied, the researcher found that the third experimental
group is the most effective method (because the means of the scores is the highest and
give a good contribution toward the others methods). follows by the second
experimental method and finally the first experimental method. And in a general
conclusion, the writer would say that the reciprocal questioning and cooperative
conflict resolution methods are significantly affected on inferential reading
comprehension.

1\11

TABLE O.F CONTENTS

ABSTRACT ...... .................. ........... . .. . .. .. .... .. ..... ....... ...... .. .. .. ... .... . ... .
ACKNOWLEDGEMENTS ...... ....................... ....... . ...... ................ .... ....

11

TABLE OF CONTENTS ......... ............ ... ... .................. ... ............... .. ......... iii

CHAI'TER 1:

INTRODU('TION

1. 1 The Background of the Study

1.2 The Problems of the Study

4

1.3 The Scope of the Study

5

1.4 The Objectives of the Study

5

1.5 The Significance of the Study

6

1.6 The Hypotheses

.... .... ... ... .. ... ... ...... ..... .. ... .. .... ........ ... .... . ..... ... ... ... ..

fi

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Teaching Method in Teaching Learning Activity

... . ..................... ... .. .... .. 8

2.2 Reading Comprehension ..................................... .... ................ ......... ... J])
2.3 The Taxonomic Level of Comprehension ............. . .... ............... .......... ... I I
2.3.1 Literal Comprehension ........................................ :. ......... .............. 12
2.3.:Z Inferential Comprehension ............................................... . .......... ... . 13
2.3.3 Evaluation ........... . ..................................................... ... .. .. ....... 15

2.3.4 Appreciation . .. . .. . . . . .. .. . . . . . . . . . . .. . .. . . . . .. .. . . . . . . . .. . .. . . . . . .. .. . . . . .. . . . . .. . . .. . . 1'5
2.4 The Factor Influencing Comprehension .. .. . .. . .. . .. . ... .. . . .. .. . .. . .. . .. . . .. . .. .. . .. . .. 16

2.5 Questioning

... ... . .. ... ... ... ... ... .. . .. . ... ... . .. . . . .. . . . . ... ... . .. . .. .. . .. . . .. . . 17

2.6 The Reciprocal Questioning Method ...... ............... ...... ............... ....... .... 18
2. 7 The Cpopcrati w Conn ict Resolution Method... .. .. . ..... . .. .. ~ - ..... .. . .......... ... 24

2. 7. 1 The Cooperative Conflict Resolution in Learning
2.7.2 The Effect of Using Cooperative Conflict Resolution Method........ .. .. . .. .
2.8 Theoretical Framework

26
29
29

iv

CIIAI•TEit Ill: METIIOI>OI .OG\'

3. 1

The Rc.:search Design

.. ... .. .... ... ...... ................ ..... ..... .... ............ .

3.2

The l.ocatio11 ol'the Study

3.3

The Population and Sample

3.4

The Variables

3.5

The lnstrumenl of Data Collection

............. ..... .. .

.\l
''
·'·)

...... ............... ___ ............. ............ ..

.............. . ....................... ... . .. . .. . .............. ....... __ 34

3.6 The Procedure Data Collection

36

3.6. 1 Preparation

:17

3.6.2

37

Pre-Test

3.6.3 Treatment

38

3.6.4

38

3.7

Post-Test

The Developing Research Instrument ...... .. ..................... .. .... .... .... .. .

3.8 The Validity and Reliability of the Test
3.9

... .. ......................... .. . ... ..

The Technique Data Analysis

39
39

41

CHAPT ER IV: DATA ANAL \'SIS

4.1

Data Analysis ................................. .. .............................. ....... ..

4.1. 1 The Effect of Teaching Methods in Inferential Reading Comprehension ... .. .
4.1. 1.1 Teaching Inferential Reading Comprehension through Reciprocal
Questioning Methods

...... ······ ··- ................................... ............ . . 43

4.1.1. 2 Teaching Method through Cooperative Conflict Resol ution Method in
Inferential Reading Comprehension ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. .

46

4.1.1.3 Teaching Method through Combination of Reciprocal Questioning
and "Cooperative Contlict Resolution Methods in fnferential Reading
Comprehension _.. .. . .. .. .. .. .. .. .. . .. .. .. . .. .. . .. . .. . .. . .. . . .. .. .. . .. .. .. . .. . .. ..
4. I. 1.4 The Most Effective Methods

.. . .. . .. . .. . .. . .. . .. . .. . .. . . .. .. . .. . .. . . .. . .. ... .. .

48
50

4.2

The Testing of Hypothesis

4. 2.1

Hypothesis one

51

4.2.2

Hypothesi.istributional List of Pre-Test Store for Control Group ......

80

APPEJ\ DIX 4 :The Disrributional u.~t

81

2 :

of Pre-Test ~utcr Program .........

106

Test through SPSS Computer System . . . . . . . . ..

108

()y

AI)PENOIX 28: The total Frequency of the W hole Score through..SPSS ......

109

rl.ahle F ......................... ..••.•..••••.•.••.......... . .. .. . . . . .. . . ...

110

APPENDIX 30 : Table E ...................................... ..... ....... ... .............

111

APPENDIX. 29 :

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RECIPROCAL QUESTIONING AND
COOPEFtATI\1f CONFLICT RESOLUTION METHODS
IN MASTER!
t~G
IHFERENTIAL READING COMPREHENSION
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