A Quasi-Experimental Study on Using Short Stories: Statistical and Inferential Analyses on the Non-English Major University Students' Speaking and Writing Achievements

Autor/in	Iman, Jaya Nur
Titel	A Quasi-Experimental Study on Using Short Stories: Statistical and Inferential Analyses on the Non-English Major University Students' Speaking and Writing Achievements
Quelle	5 (2017) 1, S.421-433 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Quasiexperimental Design; Literary Genres; Pretests Posttests; Control Groups; Undergraduate Students; Urban Planning; Statistical Analysis; Comparative Analysis; Sampling; English (Second Language); Second Language Learning; Scoring Rubrics; Writing Achievement; Oral Language; Language Fluency; Second Language Instruction; Vocabulary Skills; Language Tests; Teaching Methods; Foreign Countries; Multiple Regression Analysis; Experimental Groups; Indonesia + Suchen Sie Ihr Suchwort? Literarische Form; Stadtplanung; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Scoring formulas; Auswertungsbogen; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Aktiver Wortschatz; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Indonesien
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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01