SHAPING READING TASKS FOR THE MUET: DEVELOPING THE CRAFT

Abstract

In the last several decades, theories and models of reading have changed from seeing reading as primarily receptive processes from text to reader to interactive processes between the reader and the text (cf., Adams, 1990; Eskey and Grabe, 1988; Perfetti, 1985; Samuels, 1994; Stanovich, 1992; and Swaffar, 1988). Approaches to the teaching of foreign language reading have attempted to reflect this development through interac- tive exercises and tasks. The use of authentic materials is an integral aspect of such activities, and in our experiences as language teachers, we have seen that well-designed reading comprehension activities could help students interact with the text to create or construct meaning. Many guidelines are available to address key issues for the deve- lopment of appropriate materials. This paper discusses some considerations, both linguistic and non-linguistic, that influence the designing of reading comprehension ma- terials for the MUET (Malaysian University English Test). The influencing features are discussed in relation to the materials designed for the book Best Practice in MUET.