The Effects of Teaching English Reading by Using Murdoch Integrated Approach on Reading Comprehension and Learning Satisfaction of Mathayom Suksa IV Students at Huai Yot School in Trang Province

Abstract

                The purposes of this study were 1) to compare the levels of English reading comprehension of Mathayom Suksa IV students before and after learning by using Murdoch Integrated Approach (MIA), and 2) to study the students’ satisfaction with learning by using Murdoch Integrated Approach. The research sample consisted of 36 Mathayom Suksa IV students in an intact classroom of Huai Yot School, Huai Yot district, Trang province, obtained by cluster sampling. They enrolled in the English toward International World 1 Course in the first semester of the 2018 academic year.  The employed research instruments were (1) learning management plans for teaching English reading by using Murdoch Integrated Approach, (2) an English reading comprehension test, and (3) a questionnaire to assess the students’ learning satisfaction.  Statistics employed for data analysis were the mean, standard deviation, and t-test. The research findings revealed that 1) the students’ post-learning English reading comprehension was higher than their pre-learning counterpart comprehension at the .05 level of statistical significance; and 2) the students’ satisfaction with learning by using Murdoch Integrated Approach was at the high level.