Research Article
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A QUASI-EXPERIMENTAL STUDY ON USING SHORT STORIES: STATISTICAL AND INFERENTIAL ANALYSES ON THE NON-ENGLISH MAJOR UNIVERSITY STUDENTS’ SPEAKING AND WRITING ACHIEVEMENTS

Year 2017, Volume: 5 Issue: 1, 421 - 433, 30.04.2017

Abstract

This research was conducted to find out whether or not using short stories significantly improve the speaking and writing achievements. A quasi-experimental study of non-equivalent pretest-posttest control group design or comparison group design was used in this research. The population of this research was the all first semester undergraduate students of urban and regional planning study program of Indo Global Mandiri University. Forty students were selected as the sample by using purposive sampling technique in which each group consisted of 20 students, respectively. The treatment was given for 14 meetings. This research was primarily concerned on the quantitative data in the form of the students’ speaking and writing scores. Rubrics were used to measure the students’ speaking and writing achievements. The findings showed that (1) there was a significant improvement on the non-English major university students’ speaking and writing achievements after being taught by using short stories than those who were not, (2) there was also a significant mean difference on the non-English major university students’ speaking and writing achievements between the experimental and control groups, (3) the aspect of speaking and writing skill gave high contribution on the students’ speaking and writing achievements in the experimental group. The highest contribution of speaking skill (aspects) toward the speaking achievement (total) was fluency. Meanwhile the highest contribution of writing skill (aspects) toward the writing achievement (total) was vocabulary. Hence, it could be concluded that using short stories significantly improve the students’ speaking and writing achievements. The pedagogical implication of the research is that the teachers should ponder the integration of literature instruction in the academic classroom as this could develop the EFL learners’ motivation to speak and write in terms of the exposure of interesting authentic materials.

References

  • Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
  • Carter, R., & Long, M. N. (1991). Teaching literature. United States of America: Longman.
  • Collie, J., & Slater, S. (1991). Literature in the language classroom. (5th ed.). Glasgow: Cambridge University Press.
  • Duff, A., & Maley, A. (2007). Literature. (2nd ed.). Oxford: Oxford University Press.
  • Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 38-49. Retrieved from http://files.eric.ed.gov/fulltext/ED490771.pdf
  • Gorjian, B., Moosavinia, S. R., & Shahramiri, P. (2011). Effects of oral summary of short stories on male/female learner' speaking proficiency. The Iranian EFL Journal, 7(1), 34-50.
  • Hill, L. A. (1973). Intermediate stories for reproduction 1. Tokyo: Oxford University Press.
  • Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal, 42(3), 179-184.
  • Hughes, A. (2004). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.
  • Khorashadyzadeh, A. (2014). Why to use short stories in speaking classes? International Journal of Foreign Language Teaching in the Islamic World. 2(1), 9-15.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed). New York, NY: Pearson.
  • Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFL LCS SIG Newsletter 23, 9-17.
  • Ono, L., Day, R., & Harsch, K. (2004). Tips for reading extensively. English Teaching Forum Online, 42(4), 12-18. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/04-42-4-g.pdf
  • Oster, J. (1989). Seeing with different eyes: Another view of literature in the ESL class. TESOL Quarterly, 23(1), 85-103.
  • Pardede, P. (2010). Short stories use in language skills classes: Students’ interest and perception. The Proceeding of the 4th International Seminar 2010: Bringing linguistics and literature into EFL classrooms (pp. 1-17). Salatiga: Satya Wacana Christian University.
  • Schulz, R. A. (1981). Literature and readability: Bridging the gap in foreign language reading. The Modern Language Journal, 65(1), 43-53.

A QUASI-EXPERIMENTAL STUDY ON USING SHORT STORIES: STATISTICAL AND INFERENTIAL ANALYSES ON THE NON-ENGLISH MAJOR UNIVERSITY STUDENTS’ SPEAKING AND WRITING ACHIEVEMENTS

Year 2017, Volume: 5 Issue: 1, 421 - 433, 30.04.2017

Abstract

References

  • Bamford, J., & Day, R. R. (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
  • Carter, R., & Long, M. N. (1991). Teaching literature. United States of America: Longman.
  • Collie, J., & Slater, S. (1991). Literature in the language classroom. (5th ed.). Glasgow: Cambridge University Press.
  • Duff, A., & Maley, A. (2007). Literature. (2nd ed.). Oxford: Oxford University Press.
  • Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 38-49. Retrieved from http://files.eric.ed.gov/fulltext/ED490771.pdf
  • Gorjian, B., Moosavinia, S. R., & Shahramiri, P. (2011). Effects of oral summary of short stories on male/female learner' speaking proficiency. The Iranian EFL Journal, 7(1), 34-50.
  • Hill, L. A. (1973). Intermediate stories for reproduction 1. Tokyo: Oxford University Press.
  • Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal, 42(3), 179-184.
  • Hughes, A. (2004). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.
  • Khorashadyzadeh, A. (2014). Why to use short stories in speaking classes? International Journal of Foreign Language Teaching in the Islamic World. 2(1), 9-15.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed). New York, NY: Pearson.
  • Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFL LCS SIG Newsletter 23, 9-17.
  • Ono, L., Day, R., & Harsch, K. (2004). Tips for reading extensively. English Teaching Forum Online, 42(4), 12-18. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/04-42-4-g.pdf
  • Oster, J. (1989). Seeing with different eyes: Another view of literature in the ESL class. TESOL Quarterly, 23(1), 85-103.
  • Pardede, P. (2010). Short stories use in language skills classes: Students’ interest and perception. The Proceeding of the 4th International Seminar 2010: Bringing linguistics and literature into EFL classrooms (pp. 1-17). Salatiga: Satya Wacana Christian University.
  • Schulz, R. A. (1981). Literature and readability: Bridging the gap in foreign language reading. The Modern Language Journal, 65(1), 43-53.
There are 16 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Article
Authors

Jaya Nur Iman This is me

Publication Date April 30, 2017
Published in Issue Year 2017 Volume: 5 Issue: 1

Cite

APA Iman, J. N. (2017). A QUASI-EXPERIMENTAL STUDY ON USING SHORT STORIES: STATISTICAL AND INFERENTIAL ANALYSES ON THE NON-ENGLISH MAJOR UNIVERSITY STUDENTS’ SPEAKING AND WRITING ACHIEVEMENTS. International Journal of Languages’ Education and Teaching, 5(1), 421-433.