Nazara, Situjuh
(2019)
The Effect of Using Short Storieson Secondary School Students’ Critical Reading.
In:
PROCEEDING English Education Department Collegiate Forum (EED CF) 2015-2018.
UKI Press, Indonesia, Jakarta, pp. 20-28.
ISBN 978 623 7256 25 0
Abstract
Critical reading skills are very important in both academic and everyday lives. These skills enable individuals to detect bias, prejudice, misleading opinion, and illogical
conclusions, in any oral or written discourse. English education, therefore, should contribute to the development of students’ critical reading skills. This study aimed at
investigating whether or not short stories use effects students’ critical reading skills. It focused on comparing between short stories and non-literary texts in developing critical reading. The participants were sixty-fourteenth-grade English as a Foreign Language (EFL) students dividing into two groups: an experimental group and a control group.
Short stories were used to teach the experimental group, whereas non-literary texts were used to teach the control group. To achieve the goal, data were collected using a critical reading test. The findings revealed that the post-test mean score of the experimental class is 75.30 and the post-test mean score of the control class is 68.14. The hypothesis test showed there is a significant effect short story use. The value of Sig. of equality variances (0.379) was higher than Sig. α (0.05). Based on the findings, it was concluded that there is a significant effect of using short stories in improving tenth-grade EFL students’ critical reading skills. This study pointed out that short stories can be an effective tool to improve critical reading.
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