A Comparative Study on the Effects between Murdoch Integrated Approach (MIA) and Communicative Language Teaching (CLT) on English Reading Comprehension of 6th Grade Students.

Abstract

The purposes of the study were to 1. Construct the lesson plans on reading comprehension for 6th grade students based on the Murdoch Integrated Approach (MIA) and Communicative Language Teaching (CLT) to meet the efficiency criteria of 75/75 2. Ascertain the effectiveness index of the lesson plans on reading comprehension for 6th grade students based on the MIA and the CLT 3. compare the students’ reading comprehension learning through the MIA and through the CLT 4. Compare 6^th grade students’ satisfaction towards reading comprehension learning through the MIA and the CLT. The research target group was thirteen 6th grade students attending Ban Plakhao School, Na Chuak district, Maha Sarakham province in the second semester of the academic year 2019, purposively selected for the study  the research instruments were 6 lesson plans which were divided into two methods of teaching: 3 lesson plans (12 hours) for the MIA and 3 lesson plans (12 hours) for for CLT, the pre-test/post-test for the MIA and pre-test/post-test for CLT, a questionnaire measuring students’ satisfaction for MIA and a questionnaire measuring students’ satisfaction for CLT.    The research findings were: 1) The efficiency (E1/E2) of the MIA lesson plans was 91.54/90.26. and the efficiency (E1/E2) of the CLT lesson plans was 81.66/80.51 The efficiency of both the MIA and CLT lesson plans met the criteria set at 75/75 2) The effectiveness index of the English for reading comprehension lesson plans through the MIA and the CLT showed that the MIA had an effectiveness index of 0.8071 or 81% and the CLT had an effectiveness index of 0.6779 or 68% 3) The comparison of the students’ scores learning via MIA and CLT showed no difference between the two methods. 4) The students’ satisfaction of MIA on three aspects was: 1. Atmosphere   = 4.22, S.D. = 0.60 2. Learning activities  = 3.87, S.D. = 0.64 and 3. Benefits = 4.01, S.D. = 0.69. The average satisfaction in all three aspects was at a high level with= 4.03, S.D. = 0.64. The students’ satisfactions on the CLT according to three aspects was:  1. Atmosphere = 4.51, S.D. = 0.49; 2. Learning activities = 4.55, S.D. = 0.51; and  3. Benefits = 4.60, S.D. = 0.50. The average satisfaction in all three aspects was at the highest level with = 4.55, S.D. = 0.50. It is obvious that both the are effective, so there is no difference in the outcomes of the implementation of these two methods.