630610125

เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ

Analysis Article
Teaching Reading
1. Title: THE DEVELOPMENT OF ENGLISH READING COMPREHENSION ABILITY THROUGH MURDOCH
INTEGRATED APPROACH (MIA) AND SIX THINKING HATS OF MATTHAYOM 1 STUDENTS
2. Problem:
1) Students lack the ability in understanding English text as have limited knowledge and
competence in the language.
2) Teacher has teaching management in the classroom that have not been successful.
3. Objective:
1) 1) To compare student's English Reading Comprehension Ability before and after
Murdoch Intergrade Approach (MIA) and Six Thinking Hats.
2) To study student's opinions toward learning management through Murdoch Intergrade
Approach (MIA) and Six Thinking Hats.
4. Question:
1) Do Matthayom 1 students have higher ability to read English for comprehension after
studying by Murdoch Intergrade Approach (MIA) and Six Thinking Hats than before studying?
2) Do Matthayom 1 students have positive opinions towards Murdoch Intergrade
Approach (MIA) and the Six Thinking Hats?
5. Hypothesis:
1) Matthayom 1 students have higher ability to read English for comprehension after
studying by Murdoch Intergrade Approach (MIA and Six Thinking Hats than before studying.
2) Matthayom 1 students have positive opinions towards Murdoch Intergrade Approach
(MIA) and the Six Thinking Hats.
 630610125
เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ

6. Literature review:
Reading proficiency is a skill that enhances experiences and abilities that students have
the most opportunity to use. Therefore, it is imperative that Thailand to develop students to
have the knowledge and ability to communicate effectively in English. (อินทิรา ศรีประสิทธิ์ , 2553)
Teachers must use a method of learning for teaching reading comprehension from the
Prathomsuksa 1 to establish a strong base on which students can develop greater reading skills.
(บุปผา สกลรัตน์ , 2555)
7. Research methodology:
7.1 Design: The design of this research is an experimental research with a Pre-
Experimental Design pattern. One Group Pre-test Post-test Design.
7.2 Participants:
1) The research sample were students in Mathayom 1, Room 1, Kururat Rangsarit
School. Studying in the second semester of the academic year 2021, 30 students were selected
by cluster random sampling.
7.3 Instruments:
1) The English reading comprehension lesson plans using Murdoch Integrated
Approach (MIA) and the Six Thinking Hats. 4 plans and it takes a total of 12 hours.
2) English reading comprehension test of Matthayom 1 students ; a multiple-choice
test with 4 options of 30 items.
3) A questionnaire measuring students’ opinions on learning by using Murdoch
Integrated Approach (MIA) and Six Thinking Hats.
 630610125
เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ
7.4 Data collection:
1) Create research tools which consisted of 1) lesson plan 2) English reading
comprehension test 3) student opinion questionnaire and book from the Graduate School for
permission to try the tool.
2) Explain how to manage learning by using Murdoch Intergrade Approach (MIA)
and Six Thinking Hats for students to understand and practice correctly.
3) Students take a pre-test before organizing learning by using Murdoch Intergrade
Approach (MIA) and Six Thinking Hats, to measure fundamentals with the English Reading
Comprehension Scale which created by the researcher as a multiple-choice test 4 options of 30
items and record the scores for comparison with the scores after the class.
4) In the experiment, the researcher conducted the learning management by using
Murdoch Intergrade Approach (MIA) and Six Thinking Hats according to the 4 learning
management plans created for a period of 12 hours.
5) After completing the learning management by using Murdoch Intergrade
Approach (MIA) and Six Thinking Hats, the researcher conducted a post-test using the Reading
Ability Test. This is the same exam as the pre-test exam. Then record the scores to compare with
the scores before studying. Students were asked to complete a questionnaire on their opinions
on learning management by using Murdoch Intergrade Approach (MIA) and Six Thinking Hats. Then
use the data obtained for statistical analysis.
7.5 Data analysis:
1) Analysis of data of reading for comprehension by Mean and Standard Deviation:
SD. Use before and after learning to manipulate Murdoch Intergrade Approach (MIA) and Six
Thinking Hats dependent with dependent t-test statistics and relative change measurements.
2) Analysis of data from the questionnaire measuring students’ 5 opinions by Mean
(M )and Standard Deviation (SD).
 630610125
เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ
8. Research result:
1) The student's English Reading Comprehension Ability after studying through Murdoch
Intergrade Approach (MIA) and Six Thinking Hats were significantly higher than those before
studying at the 0.05 level. The percentage of development was as a higher level which was
59.21.
2) The student's opinions toward learning management through Murdoch Intergrade
Approach (MIA) and Six Thinking Hats were positive at an excellent level.
9. Further suggestion:
1) Teacher should prepare appropriate content that suits students’ interests .
2).Teacher should observe while students perform activities, to provide assistance when
students need help.
10. Strength: All students participated in the activities and learned to express their ideas
according to Six Thinking Hats.
11. Weakness: Well-studied students may be grouped together and left unskilled students. The
teacher should choose member group for them.
Research References
 630610125
เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ
1. Title: THE EFFECT OF KWL-PLUS TECHNIQUE ON READING COMPREHENSION OF MATTAYOM
SUKSA III STUDENTS AT WATRATCHA-O-ROT SCHOOL
2. Problem:
1) The method of teaching reading comprehension and the materials for the reading
class did not support students to read and think.
2) Students lacked of practice in appropriate ways and the use of inappropriate reading
strategies in the reading instruction.
3. Objective:
1) To investigate the effect of KWL- Plus technique on Mattayomsuksa 3 students'
reading comprehension.
2) To study student's opinions towards KWL-Plus technique on English comprehension
lesson.
4. Question:
1) Does KWL-Plus technique improve students' reading comprehension ability?
2) What is the students' opinion towards the instruction based on KWL-Plus technique?
5. Hypothesis:
1) KWL-Plus technique improves students' reading comprehension ability.
2) The students' have positive opinions towards the instruction based on KWL-Plus
technique.
6. Literature review:
The most influential one in the reading theory during the past decades. Goodman states
that reading is a guessing game in psychological linguistics cue which is the interaction between
thoughts and languages. The efficient reading is from language cue in the context.
 630610125
เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ

Moreover, it is the benefit for guessing meanings and past experiences; it makes readers
understand the information quickly. (Goodman,1985)
Reading comprehension is the process by which readers use their cognitive abilities to
help them understand a written text. These cognitive abilities in reading are composed of two
skills, language comprehension and language decoding. A reader needs to use these cognitive
abilities to comprehend the meaning of a text and the intent of its author because different
reading materials convey different kinds of information. (Urquhart and Weir, 1998)
7. Research methodology:
7.1 Design: This study was a quasi- experimental study with one single group pre-test
post-test design.
7.2 Participants:
1) The participants were 46 students in the Mattayomsuksa 3 selected by
convenience sampling procedure from 3 existing classes of ninth grade students.
7.3 Instruments:
1) Reading comprehension test
2) Learning management plans based on KWL-Plus technique
3) Students' opinions questionnaire towards the instruction based on KWL-Plus
technique.
7.4 Data collection:
1) This study was an experimental research with used One-Group Pretest-
Posttest Design.
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เบญญาภา แตงรอด คณะศึกษาศาสตร์ สาขาวิชาภาษาอังกฤษ
7.5 Data analysis:
1) The mean scores from the pretest and posttest were calculated to determine
the Mean (M and Standard Deviation (SD.). Then the mean scores from the pre-test and post-test
of reading comprehension Test were compared to examine whether there was a statistically
significant difference by using paired t-test.
2) Analysis of data from the questionnaire measuring students by Mean (M) and
Standard Deviation (SD).
8. Research result:
1) There was a significant difference between the overall mean scores of students' pre-
and post- reading comprehension test at the .01 level.
2) The students' opinions towards the instruction based on KWL-Plus technique also
indicated that the students were satisfied with the KWL-Plus technique at the high level.
9. Further suggestion: Teachers should help students to develop their reading ability, and
vocabulary learning by selecting the variety of passages based on students' interest and their
English proficiency level and engaging them by using the strategies.
10. Strength: The KWL-Plus technique make students receive useful reading skills.
11. Weakness: The research should have more sample group such as 2 classes to able to
compare the results between the classes.
Research References