The control group also made statistically significant pretest-to-posttest gains in speaking and writing, so improvement was not exclusive to the short-stories treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's speaking achievement rose significantly (mean difference 2.300). → Iman 2017 q2 i? The control group's writing achievement rose significantly (mean difference 2.550). → Iman 2017

Evidence¶

Iman 2017¶

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, 5(1). https://doi.org/10.18298/ijlet.1719

q2 · i? · causal · r1

Paired sample t-test on the 20-student control group receiving routine English instruction; speaking pretest mean 11.12 rose to 13.42 and writing 12.87 to 15.42, with Sig. (2-tailed) less than 0.05 for both. No effect size is printed.

"the mean difference of speaking achievement between pre-test and post-test in control group was 2.300 with the standard deviation was 0.7847"

Discussion¶

Related Claims¶

• Experimental-group students taught through short stories made statistically significant gains in both speaking and writing achievement from pretest to posttest — related
• Posttest speaking and writing achievement was significantly higher for students taught through short stories than for control-group students — related
• Descriptively, the experimental group reached a good achievement category in speaking and writing while the control group reached only average — related