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

Öz

Anahtar Kelimeler

• Short stories
• speaking and writing achievement
• quasi-experimental

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

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.

Keywords

• Short stories
• speaking and writing achievement
• quasi-experimental

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