The Development of Learning Activity Packages Based on the Murdoch Integrated Approach (MIA) and Reading Questioning Techniques to Enhance Undergraduate Students’ Analytical and Critical Reading Skills

Abstract

          Reading is a requisite skill of acquiring knowlegde. Many undergraduates have realized that they can gain their understanding through what they have read which motivates their critical thinking skills for creating their opinions and concluding ideas in a text. Reading can also enable them to develop one confidence in employing an English as a foreign language. The purposes of this research were: 1) to develop learning activity packages based on the Murdoch Integrated Approach (MIA) and reading questioning techniques and to test their effectiveness according to the standard 75/75 2) to compare undergraduate students’ analytical and critical reading skills and 3) to study the undergraduate students’ satisfaction towards learning activity packages based on the Murdoch Integrated Approach (MIA) and reading questioning techniques. The sample consisted of 40 undergraduate students selected by simple random sampling. The research modal was designed as the one-group pretest-posttest design. The instruments used for collecting data were: 1) a learning package based on the Murdoch Integrated Approach (MIA) and reading questioning techniques 2) lesson plans 3) English analytical and critical reading skills test. 3) questionnaire asking undergraduate students’ use of the reading strategies and questionnaire investigating students’ satisfaction towards learning by the learning package based on MIA and reading questioning techniques. The data were analyzed by using mean, standard deviation and t-test dependent.
          The study indicated that 1) the effectiveness of learning activity packages based on the Murdoch Integrated Approach (MIA) and reading questioning techniques was  79.81/81.52 2) The undergraduate students’ English analytical and critical reading skills after using the learning packages based on MIA was significantly higher than before at the 0.01 level. 3) The undergraduates’ satisfaction towards learning by the learning package based on MIA and reading questioning techniques were at a high level.