Incidence of short stories=
in
the development of English reading comprehension.
=
=
Chico
Constante Ligia Adriana. [1=
],
Chamorro Ortega Cristina Paola. [2=
]
& Robalino Araujo María Cristhina. [3=
]
Recibido: 10-11-2019 / Revisado: 01-1=
2-209
/Aceptado: 22-12-2019/ Publicado: 04-01-2020
Abstract. DOI: https://doi.org/10.33262/cienciadigital.v=
4i1.1069
The objective of this research was to establish the
incidence of short stories in the development of reading comprehension in
students from seventh year of Basic Education from "San Pio X” School =
in
Ambato city; those with a low level of reading comprehension in the English
area. The study was conducted under a quantitative method, quasi experiment=
al
design applied in two pre and post- test moments by Key English Test (KET)
Cambridge. To determine the statistical differences in the process of readi=
ng
comprehension among groups of students, a reading project based on the use =
of
short stories was applied; a population of 60 students, of which 30 represe=
nts
the control group and the experimental group remaining. The control group w=
as
evaluated after using the textbook as the only teaching materials, while the
experimental group was then evaluated after receiving classes using a manual
carefully chosen short stories. The results indicate that students in the
experimental group showed at the end of the project, a remarkable developme=
nt
in reading comprehension through increased capacity of reading comprehensio=
n,
vocabulary, detailed and comprehensive understanding. Therefore, through th=
is
research, it was determined that the use of short stories directly influenc=
es
the development of reading comprehension, and requires teachers to start us=
ing
short stories as supporting the teaching - learning English.
Keywords: Short stories, reading comprehension, vocabulary,
detailed and comprehensive understanding.
Resumen.
El
objetivo de la presente investigación fue establecer la incidencia de las
historias cortas en el desarrollo de la comprensión lectora en los estudian=
tes
de séptimo año de la Unidad Educativa “San Pio X” de la ciudad de Ambato;
quienes presentan un bajo nivel de comprensión lectora en el área de inglés=
. El
estudio se realizó bajo un método cuantitativo, con diseño cuasi experiment=
al
aplicado en dos momentos pre y post test, mediante el Key English Test (KET=
) de
Cambridge. Para determinar las diferencias estadísticas en el proceso de
comprensión lectora entre los grupos de estudiantes, se aplicó un proyecto =
de
lectura basado en la utilización de historias cortas; a una población de 60
estudiantes, de los cuales 30 representan el grupo control y los restantes =
el
grupo experimental. El grupo de control fue evaluado después de haber utili=
zado
el libro de texto como único material de enseñanza, mientras que al grupo
experimental se evaluó luego de haber recibido clases utilizando un manual =
de
historias cortas escogidas cuidadosamente. Los resultados indican que los
estudiantes del grupo experimental demostraron al final del proyecto, un
desarrollo notable en la lectura comprensiva a través de una mayor capacida=
d de
comprensión lectora, vocabulario, entendimiento detallado y general. Por lo
tanto, a través de esta investigación, se pudo determinar que el uso de
historias cortas influye directamente en el desarrollo de la comprensión
lectora, y se requiere que los maestros comiencen a utilizar historias cort=
as
como un apoyo al proceso enseñanza – aprendizaje del inglés.
Palabras claves: Historias cortas,
comprensión lectora, vocabulario, entendimiento detallado y general.
Introduction.
All around the world English is considered the main
language of international business. That is why Education worldwide is work=
ing
hard to improve English language learning in their schools (Lasagabaster
& Sierra, 2009). Students need to understand and use English to face
globalization. The students´ ability in mastering English cannot be
separated from the process of reading. According to Khatib (2012) reading is
the most important instrument for academic settings. Therefore, Tiara (2018)
concludes that reading is one of the most important aspects that must be
achieved by students to learn other skills. In that, the students need to l=
earn
reading comprehension to increase their perception and knowledge using
effective readings to stimulate students in learning a second language.
Learning reading, in fact, has become a big problem for most Ecuadorian
students. If their reading comprehension is not well performed, they will n=
ot
be able to communicate with foreigners or to face global competition.
Ruiz (2019) in her thesis said that Ecuador =
is
placed in one of the last positions in the ranking of reading habits in Lat=
in
America and the Caribbean, an Ecuadorian reads a half book per year. Some
reasons are that Ecuadorians do not like reading, they are not interested in
reading activities and they do not do it due to the lack of time. Other rea=
sons
may be that they are not accustomed to, and the reading behavior has not be=
en
passed from generation to generation.
There are few opportunities to use short sto=
ries
for reading comprehension. This becomes a great disadvantage for language
learners because teachers are limited to the use of school texts, leaving a=
side
the use of extra reading materials there is a difficulty on teaching vocabu=
lary
comprehension. Short stories texts expose learners to fresh themes and
unexpected language. Pourkalhor & Kohan (20=
13)
added that using short stories make students feel more relaxed and easier
reading comprehension. Besides that, using short stories requires more
attention in order to develop students' thinking skills. In addition, Erkaya (2003) mentioned that each short story usually=
has a
beginning, middle and an end. This will motivate and encourage every studen=
t in
the classroom to continue reading to follow the plot of the story or to ans=
wer
questions.
On the other hand, Bart=
an,
Özgür Sen (2017), in the work titled “The Effec=
ts of
Reading Short Stories in Improving Foreign Language Writing Skills”. =
It
is a quasi-experimental 13-week field study which was implemented in a prim=
ary
school. The purpose of this study is to investigate if there is a significa=
nt
difference in the pre and post-test writing achievements of students who we=
re
taught through the Read for writing model between the experimental group and
the control group. Finally, the participants’ views on the model were
determined. Both qualitative and quantitative data collection and analysis
techniques were designed such as tests for short stories, story assessment
control lists, reading and writing syllabuses, lesson plans, an analytic st=
ory
assessment rubric, and a student’s view questionnaire. The results of the s=
tudy
reflect:
There are statistically significant achievements b= ased on texts’ language, content, organization, and communicative achievements.<= o:p>
· &nb=
sp;
Another important finding was that reading short
stories through Read for Writing model had an impact on improvement of writ=
ing
skills, in terms of language, content, organization, and communicative
achievements
· &nb=
sp;
Increased confidence in enjoyment of reading and
vocabulary acquisition
Students created and developed critical thinking a=
nd
writing skills, and they were highly motivated.
Lit=
erature
is a body of written works, imaginative works of poetry and prose distingui=
shed
by the intentions of their authors (Rexroth, 2019)
Literature to be “writings having excellence=
of
form or expression and expressing ideas of permanent or universal interest
and a written work with a high quality and ideas of lasting and
widespread interest” (Webster, 2019)
According to Steen (1999) literary genre is a
category of literary composition. Genres may be determined by literary technique , =
tone , content , and fiction length.
Khatib (2013) argues that reading is an excellent
source of comprehensible input that enhances second language acquisition.
Furthermore, reading short stories can develop reading comprehension easily=
for
learners'. Ceylana (2016) said that short
stories have one plot and a few characters, or there is no detailed setting=
or
description. Therefore it can be concluded, that the short stories can be u=
sed
with all levels, all and all classes.
According to Adyana (2=
016),
the words selection is the highest increasing, which is an aspect of the us=
e of
the short story in developing the students' vocabulary to write narrative
texts. In order to the words selection, the students must multiply their
vocabulary to improve their learning in four English skills. Furthermore,
Khatib (2013) argue that SSBLT (Short Story based Language Teaching) is a
humanistic literature based on language teaching method which aims to promo=
te
the learners` personal, cultural and linguistic awareness. In addition, a s=
hort
story usually focuses on one plot, one main character or with a few additio=
nal
minor characters, and one central theme. Therefore it can be concluded, that
the short story is the most appropriate to learn reading comprehension.
Language promotes some skills that a person must l=
earn
to achieve integrated language skills. If people want to learn English, they
will manage the four skills the receptive skills, listening and reading, and
productive skills speaking and writing (Ivancic=
&
Mandic, 2014).
Methodology.
This study was lead to use a quantitative approach.
First, this research framed a delimitation of the problem. This means that =
the
setting is specific and limited at the beginning of the study. Second, the
hypothesis is previously established. Thus, this investigation has a hypoth=
esis
before the data collection. Finally, the data collection is measurable, as =
well
as the results are analyzed through statistics. The following research is l=
ed
by the quasi-experimental design of investigation. It is carried out in two
groups, the control and the experimental. Both groups has similar features.=
One
group follows the intervention plan and the other one does not. At the end =
of
the intervention plan, the results are compared and analyzed.
This study started with a descriptive level of
research. Initially, it analyzed each variable independently through the
literature presented in the theoretical framework. Furthermore, the two
variables were detected by some other researchers so there is data in which
this study was based on. Then, it measured the dependent variable through
evaluation tools. According to Hernández, Fernández & Baptista (2010), =
the
purpose of the descriptive level is measuring the two variables individuall=
y.
An Additional reason why this research started with this level of research =
is
that the results of the pre and post-tests were associated and analyzed.
Additionally, this investigation got to a second
level, this is the correlational research. Thus, it determined if the
independent variable, short stories, influences the dependent variable, rea=
ding
comprehension. This level of study allowed the researcher to know if there =
is
any relation between the two variables. Seventy (70) students were the
population of this study. They were students of the seventh levels, paralle=
ls
“A” and “B” at Unidad Educativa Sa=
n Pio
X” the experimental group, and “B” the control group. There were thirty-five
students (35) in the experimental group as well as thirty-five students (35)
students in the control group. Being a total of seventy students as
participants in this inquiry. Therefore, a sample was not necessary due to =
the
fact that the population is not very big.
|
Source: Direct Research
Author: Chico L. (2018)
Both groups, the experimental group and the control
group took the pre-test and post-test, nonetheless only the experimental gr=
oup
experienced learning to reading comprehension using short stories presented=
in
the intervention plan. The researcher employed the following instruments for
the effectiveness of this inquiry: questionnaire, pre-test and post-test,
reading comprehension rubric.
This questionnaire is structured to obtain students
perception of short stories. These questions contained a grammar component,
necessary to assess if exposure of short stories develop reading comprehens=
ion.
There are 5 questions to ask aspects such as: motivation, understanding,
interest and recognizing details in reading texts; the questions were close=
-
ended questions using the Likert´s scale with 3 adverbs of frequency to know
(always, sometimes and never) students´ opinion.
As Hammersley (2005), this research technique is a=
imed
at a representative sample of our target audience. The pretest was designed=
to
measure the dependent variable and to know the level of students´ reading
comprehension. That is why it was made along with the objectives and the op=
erationalization
of variables of this inquiry. It is important to mention that it was taken =
from
the Cambridge English: KEY (KET), and it was validated by three experts of =
the
area of linguistics. It has five parts and thirty five items that allowed
measuring the reading comprehension, vocabulary, general understanding and
detailed understanding. =
The
students had 80 minutes to read the text, analyze it and answer the questio=
ns.
The teacher checks it to get students grades thought a rubric.
Hammersley (2005) post-test this type of test allo=
ws
us to evaluate different aspects of the study executed. It measures the eff=
ectiveness
of the same test (KET). The post-test was designed with very similar questi=
ons
to the pretest with slight changes. It was taken from Cambridge English: KEY
(KET), that allows measuring reading comprehension, vocabulary, general
understanding and detailed understanding.. It lasted 80 minutes to read the
text, analyze it and answer the questions. Additionally, it went along with=
the
objectives and operationalization of the dependent variable of this inquiry=
.
Due to the fact that the dependent variable of this
research is the reading comprehension skill, a rubric was used. It was taken
from the Literacy Department page. It allowed measuring each participant’s
performance on the reading comprehension, vocabulary, general understanding=
and
detailed understanding. Through the rubric, each participant has a grade in
both the pretest and posttest. This grade would permit to compare the resul=
ts
of the pre-test and post-test.
Result.
Differences Data Collection
Control And Experimental Group
Table 2. Data collection control and experimental group
|
CONTROL GROUP=
|
EXPERIMENTAL GROUP |
||||||
|
No. |
Pre-Test |
Post-Test<=
span
style=3D'font-size:12.0pt;font-family:"Times New Roman",serif;color:black;
mso-ansi-language:ES'> |
|
No. |
Pre-Test |
Post-Test<=
span
style=3D'font-size:12.0pt;font-family:"Times New Roman",serif;color:black;
mso-ansi-language:ES'> |
|
|
1 |
5 |
8 |
3 |
1 |
6 |
12 |
6 |
|
2 |
5 |
7 |
2 |
2 |
8 |
11 |
3 |
|
3 |
7 |
9 |
2 |
3 |
4 |
10 |
6 |
|
4 |
5 |
9 |
4 |
4 |
8 |
11 |
3 |
|
5 |
5 |
9 |
4 |
5 |
6 |
9 |
3 |
|
6 |
6 |
10 |
4 |
6 |
8 |
9 |
1 |
|
7 |
5 |
9 |
4 |
7 |
6 |
12 |
6 |
|
8 |
11 |
8 |
-3 |
8 |
6 |
10 |
4 |
|
9 |
9 |
8 |
-1 |
9 |
8 |
8 |
0 |
|
10 |
6 |
7 |
1 |
10 |
5 |
11 |
6 |
|
11 |
11 |
10 |
-1 |
11 |
8 |
11 |
3 |
|
12 |
10 |
9 |
-1 |
12 |
7 |
10 |
3 |
|
13 |
5 |
8 |
3 |
13 |
7 |
12 |
5 |
|
14 |
6 |
10 |
4 |
14 |
5 |
12 |
7 |
|
15 |
6 |
8 |
2 |
15 |
8 |
10 |
2 |
|
16 |
6 |
10 |
4 |
16 |
8 |
11 |
3 |
|
17 |
8 |
8 |
0 |
17 |
9 |
11 |
2 |
|
18 |
7 |
7 |
0 |
18 |
9 |
11 |
2 |
|
19 |
9 |
8 |
-1 |
19 |
8 |
11 |
3 |
|
20 |
8 |
7 |
-1 |
20 |
6 |
12 |
8 |
|
21 |
9 |
9 |
0 |
21 |
9 |
11 |
2 |
|
22 |
9 |
8 |
-1 |
22 |
8 |
11 |
3 |
|
23 |
8 |
8 |
0 |
23 |
6 |
11 |
5 |
|
24 |
12 |
8 |
-4 |
24 |
8 |
11 |
3 |
|
25 |
9 |
8 |
-1 |
25 |
9 |
11 |
4 |
|
26 |
8 |
7 |
-1 |
26 |
7 |
11 |
4 |
|
27 |
7 |
8 |
1 |
27 |
7 |
11 |
4 |
|
28 |
8 |
7 |
-1 |
28 |
10 |
10 |
0 |
|
29 |
9 |
8 |
-1 |
29 |
7 |
11 |
4 |
|
30 |
6 |
9 |
3 |
30 |
7 |
11 |
4 |
|
x |
7.17 |
8.00 |
0.83 |
x |
7.03 |
10.43 |
3.4 |
Source: Direct Re=
search
Author: Chico, L. (2018)
Table 3. Comprehension
|
Pre-test con=
trol |
1,90 |
|
Pre-test exp=
erimental |
1,90 |
|
Post- test
control |
1,97 |
|
Post- test
experimental |
2,57 |
Source: Direct Research
Author: Chico, L. (2018)
Analysis and Interpretation
In the question about comprehension in the pre-tes=
t,
the average of the 30 students in the control group is 1,90 and the average=
of
the experimental group in this question is 1,90. These values show that both
groups had the same average regarding comprehension in the pre-test. Simila=
rly,
the average in the post-test of the control group is 1,97 and the average of
the experimental group is 2,57. Thus, these values show that there was an
increase of 0.60 after the application process for the average in the
experimental group.
Table 4. Vocabulary
|
Pre-test con=
trol |
1,87 |
|
Pre-test
experimental |
1,87 |
|
Post- test
control |
1,93 |
|
Post- test
experimental |
2,70 |
Source: Direct Research
Author: Chico, L. (2018)
In the question about vocabulary in the pre-test, =
the
average in the control group is 1.87 and the average of the experimental gr=
oup
is 1,87. These values show that both groups had the same average regarding
vocabulary in the pre-test. In the same manner, the average of the post-test
control is 1,93 and the average of the post-test experimental is 2,70.
Consequently, these values show that there was an increase of 0.77 after the
application process for the average in the experimental group.
Table 5. General Understanding
|
Pre-test con=
trol |
1,63 |
|
Pre-test
experimental |
1,60 |
|
Post- test
control |
2,00 |
|
Post- test e=
xperimental |
2,57 |
Source: Direct Re=
search
Author: Chico, L. (2018)
Analysis and Interpretation
In the question about general understanding in the
pre-test, the average in the control group is 1.63 and the average of the
experimental group is 1.60. These values show that both groups had almost t=
he
same average regarding grammar in the pre-test. In the same way, the averag=
e of
the post-test control is 2,00 and the average of the post-test experimental=
is
2,57. Consequently, these values show that there was an increase of 0.57 af=
ter
the application process for the average in the experimental group.
Table 6. Detailed understanding
|
Pre-test con=
trol |
1,77 |
|
Pre-test
experimental |
1,67 |
|
Post- test
control |
2,10 |
|
Post- test
experimental |
2,60 |
Source: Direct Re=
search
Author: Chico, L. (2018)
In the question about vocabulary in the
pre-test, the average in the control group is 1.77 and the average of the
experimental group is 1.67. These values show that both groups had almost t=
he
same average regarding vocabulary in the pre-test. In the same way, the ave=
rage
of the post-test control is 2,10 and the average of the post-test experimen=
tal
is 2,60. Consequently, these values show that there was an increase of 0.50
after the application process for the average in the experimental group.
Table 7. Average comparison
|
Pre-test con=
trol |
7,17 |
|
Pre-test
experimental |
7,03 |
|
Post- test
control |
8,00 |
|
Post- test
experimental |
10,43 |
Source: Direct Re=
search
Author: Chico, L. (2018)
Analysis and interpretatio=
n
The average comparison fig=
ure
shows that the average of the control group in the pre-test is 7,17 and the
average of the experimental group in this test is 7,03. Consequently, both
groups started with the same level of English knowledge. After applying sho=
rt
stories as a strategy to promote the reading comprehension, the experimental
group got an average of 10,43. This is 2,43 points more than the average of=
the
control group, which is 8,00 This means that both groups had an increase in=
the
post-test, but the increase gotten in the experimental group was higher.
Therefore, short stories enhanced students’ reading comprehension.
Hypothesis
verification
The hypothesis verification
was done through the statistical test T-student. Since the population of th=
is
inquiry was small, thirty (60) students only. Hernandez et al. (2010) stated
that the T-student test is a statistical test to evaluate if two groups dif=
fer
between them in a meaningful way.
Hypothesis verification
H0: Short stories do not
promote the English reading comprehension on learners.
H1: Short stories promote =
the
English reading comprehension on learners.
Mathematical model
H0: ᴀ =3D в
H1: ᴀ ≠ в=
ᴀ: media experimental g=
roup
в: media control group<=
/span>
Statistical model
t=3D15.18
Significance level
C =3D 95% of confidence le=
vel α<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times =
New Roman",serif;
mso-ansi-language:EN-US'> =3D 0.05
Df =3D n-1
Df =3D 30-1
Df =3D 29
Bell curve
Figure 1. Bell curve
Source: Bibliographical Research
Author: Chico, L. (2018)
Decision making
Calculated T or statistic T is greater than critic=
al T
15, 18 > 2, 0555). Therefore, the null hypothesis is rejected and the
alternative hypothesis (Short stories improve the reading comprehension) is
accepted.
Conclusions.
· &nb=
sp;
Short stories improve reading comprehension on Eng=
lish
language learners who were studying at the Unidad Educ=
ativa
SAN PIO X. The data analysis displayed that at the beginning of the English
course students started with a low level on their reading comprehension, but
after applying Short Stories in classes their grades improved, so their rea=
ding
comprehension was improved
· &nb=
sp;
A second finding was that Short stories as: =
Mr.
Jones shop, Gladys´ plane, A Small Shop, The Brown´s Family has a positive
effect on reading comprehension in the learners who were diagnosed. The obj=
ect
to claim this statement is the higher grades got in the research with the
students who short stories were applied.
· &nb=
sp;
A third result was that using short stories as a
teaching tool students have a favorable development in English reading
comprehension. The reason to claim this statement is the higher grades and =
the
average of the experimental group got in comparison with the control group.
Furthermore learners enjoyed, feel motivated.
· &nb=
sp;
Finally, Short stories were detected as an effecti=
ve
strategy to be applied in classes because of the good grades students got a=
nd
also because the researcher could define that the relation between the short
stories and the reading comprehension is because understand better the
vocabulary, detailed and general information in every class were short
stories were used.
Referencias bibliográficas<=
/span>.
Adyana, R. (2016). Using short stories to enhance students’ vocabulary mas=
tery
in writing narrative texts. Perpustakaan.uns.ac.id. Se=
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in_language_teaching
Khatib. M. (2012). Enhancing Reading Comprehension
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and, 2
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of
Basic Sciences & Applied Research, 2(2) 155-159.
http://www.isicenter.org/fulltext/paper-49.pdf
Lasagabaster, D., & Sierra, J. (2009). Language attitudes =
in clil and traditional efl =
classes.
International CLIL Research Journal, 1(2), 4–17
Pourkalhor, O., & Kohan, N. (2013). Teaching Reading
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https://www.researchgate.net/publication/254302202_Genres_of_discourse_and_=
the_definition_of_literature-
Tiara. P.( 2018)The use of Short Story as Material=
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Reading
Webster, M. (2019)<=
/i> The 11th edition of Merriam-Webster’s Collegiate Dictionary. Retrived
from https://www.merriam-webster.com/dictionary/literature
PARA CITAR EL ARTÍCULO INDEXADO.
Lig= ia Adriana, C. C., Cristina Paola, C. O., & Robalino Araujo , M. C. (2020). Incidencia de las historias cortas en el desarrollo de la comprensión lecto= ra en inglés. Ciencia Digital, 4(1), 72-84. https://doi.org/= 10.33262/cienciadigital.v4i1.1069
El artículo que se
publica es de exclusiva responsabilidad de los autores y no necesariamente
reflejan el pensamiento de la Revi=
sta
Ciencia Digital.
El
artículo queda en propiedad de la revista y, por tanto, su publicación parc=
ial
y/o total en otro medio tiene que ser autorizado por el director de la Revista Ciencia Digital.
[1] Escuela Superior Politécnica de Chimborazo, Facultad de Recursos Naturales, Carrera de Fores= tal, ligia.chico@espoch.edu.ec
[2= ] Escuela Superior Politécnica de Chimborazo, Facultad de Recursos Naturales, Carrera de Forestal, cristina.chamorro@espoch.edu.ec
[3] Escuela Superior Politécnica de Chimborazo, Facultad de Recursos Naturales, Carrera= de Agronomía, cristhina.robalino@espoch.edu.ec
www.cie=
nciadigital.org
=
Vol.
4, N°1, p. 72-84, enero - marzo, 20