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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
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Author : Jaya Nur Iman    
Printing Year : 2017
Number : Volume 5 Issue 1
Page : 421-433
DOI Number: : 10.18298/ijlet.1719
Cite : Jaya Nur Iman , (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, Volume 5 Issue 1, p. 421-433. Doi: 10.18298/ijlet.1719.
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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 in speaking and writing achievements where t-obtained of speaking skill by using rubric was 16.110 (p<0.000) and t-obtained of writing skill by using rubric was 18.291 (p<0.000), (2) there was also a significant mean difference in speaking and writing achievements between the experimental and control groups were 4.533 (p<0.000) and 3.504 (p<0.000), (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 aspect toward the speaking achievement was fluency. Meanwhile the highest contribution of writing skill aspect toward the writing achievement was vocabulary. Hence, it could be concluded that using short stories significantly improve the students’ speaking and writing achievements.
Keywords
Keywords: short stories, speaking and writing achievement, quasi-experimental

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