Role of Short Story Writing on Students’ Writing

Skills: A Case Study of Elementary Level Schools of

District Okara

By Maliha Khan BC190400484

And
Sobia Rani BC200201921

Supervisor
Prof. Zakia Aslam

VIRTUAL UNIVERSITY OF

PAKISTAN
 Role of Short Story Writing on Students’

Writing Skills: A Case Study of Elementary

Level Schools of District Okara

Article submitted in partial fulfillment of degree

requirement of BS Applied Linguistics

Virtual University of Pakistan

 DECLARATION CERTIFICATE

We declare that the work done in this research is original and by us. There is no

plagiarism in this work.

Signature

Sobia Rani and Maliha Khan

 DEDICATION

This study is dedicated to our parents, our friends.

And our teacher Prof. Zakia Aslam

Who helped us and guided us in completing this article.

 ACKNOWLEDGEMENT

There have been a lot of people that have helped us along the way and to get to this point

and we would like to take this opportunity to personally thank them.

First and foremost, we want to thank our Teacher Prof. Zakia Aslam, who helped us from

very first day in our work; she has been an amazing mentor and advisor throughout this

experience.

We would also like to thank our close friends for their endless support and work in

collecting data for our research and making it easy for us in our work, and for always

helping and guiding us in our work.

We want to thank our parents for all they’ve done for us over the years and for always

being there for us to challenge and motivating us. Both have been supportive with our

decisions and our work.

We would also like to thank rest of our family members and friends for their help,

support in this work always helped us and stood by us, and we have always appreciated

it.
 Abstract

This article investigates the role of short story writing in enhancing students' writing skills

at the elementary level, schools of District Okara. Identifying writing as an ultimate language skill,

the study explores the potential of short stories to foster creativity, critical thinking, and language

proficiency. The literature review emphasizes the interplay between literature and language,

highlighting the significance of short stories in language development and writing skills

enhancement. The research objectives aim to understand the role of short stories on elementary

students' writing proficiency, addressing the existing gap in literature. The methodology employs a

cross-sectional survey design, collecting data from 40 elementary school teachers through a

questionnaire. Results of this study indicate that most teachers perceive short stories as positively

contributing to students' writing skills, fostering creativity, and enhancing language conventions

understanding. Teachers recognize the value of short stories in teaching various writing genres and

fostering effective writing skills. The study acknowledges the influence of cultural and educational

contexts in District Okara and identifies short stories' role in developing critical thinking skills,

engaging students in the writing process, and improving motivation and enthusiasm. The findings

suggest a strong disposition among teachers in District Okara towards the continued use of short

stories as effective tools in language education. Despite limitations such as a modest sample size

and the cross-sectional nature of the study, the results provide valuable insights for educators and

contribute to the existing body of knowledge in educational research.

Keywords: Short stories, Writing skills, Elementary-level education, District Okara,

Language development, Creative writing, Narrative writing.

 TABLE OF CONTENTS
Chapter 1............................................................................................................................ 1
INTRODUCTION............................................................................................................. 1
Writing as a Skill...................................................................................................1
Importance of Short Stories in Language Learning..............................................2
Developing writing skills through literary texts................................................... 2
Research Objective............................................................................................... 3
Research Question………………………………………………………….... . ...3
Statement of the Problem.....................................................................................3
Significance of the Study ....................................................................................4
Chapter 2............................................................................................................................ 5
LITERATURE REVIEW...............................................................................................5
Introduction.........................................................................................................5
Relationship between Literature and Language .................................................5
Role of Short Stories in Language Development................................................6
Using Short Stories in Elementary Education.....................................................6
Short Stories and Writing Skills Enhancement...................................................7
Assessing Story Writing Skills........................................................................... 8
Challenges and Opportunities in Story Writing Education.................................8
Story Writing in the Context of District Okara...................................................9
Conclusion............................................................................................................ 9
Chapter 3.......................................................................................................................... 10
METHODOLOGY..........................................................................................................10
Introduction.........................................................................................................10
Research Design..................................................................................................10
Research Method.................................................................................................10
Research Population............................................................................................10
Sampling Technique........................................................................................... 10
Sample Size.........................................................................................................11
Research Tool/Instrument...................................................................................11
Validity and Reliability.......................................................................................11
Data Collection................................................................................................... 11
 Data Analysis...................................................................................................... 11
Conclusion.......................................................................................................... 12
Chapter 4.......................................................................................................................... 13
RESULTS AND DISCUSSION......................................................................................13
Extent of Contribution to Writing Skills Enhancement......................................13
Effectiveness in Fostering Creativity and Imagination.......................................14
Contribution to Language Conventions Understanding......................................14
Perceived Value for Teaching Various Writing Genres..................................... 15
Role in Fostering Effective Writing Skills..........................................................16
Influence of Cultural and Educational Context...................................................17
Development of Critical Thinking Skills............................................................17
Engagement in the Writing Process....................................................................18
Contribution to Students Motivation and Enthusiasm........................................ 19
Acquisition of Vocabulary and Language Nuances............................................20
Development of Ability to Express Thoughts Coherently..................................20
Fostering Love for Language and Literature...................................................... 21
Exploration of Diverse Perspectives and Cultural Elements.............................. 22
Enhancement of Organizational Skills................................................................22
Recommendation for Continued Use..................................................................23
Chapter 5.......................................................................................................................... 25
CONCLUSION................................................................................................................25
Ethical Consideration..........................................................................................25
Limitations of the Study......................................................................................25
Future Research Directions.................................................................................25
References.........................................................................................................................27
Appendix...........................................................................................................................28
 List of Tables
Table No. Page No.
Description
Responses on the Contribution of Short Stories
Table 8.1 13
to Enhancing Students' Writing Skills
Responses on Effectiveness in Fostering
Table 8.2 14
Creativity and Imagination
Responses on Contribution to Language Conventions
Table 8.3 15
Understanding
Responses on Perceived Value for Teaching Various Writing
Table 8.4 15
Genres

Table 8.5 Responses on Role in Fostering Effective Writing Skills 16

Table 8.6 Responses on Influence of Cultural and Educational Context 17

Table 8.7 Responses on Development of Critical Thinking Skills 18

Table 8.8 Responses on Engagement in the Writing Process 18

Responses on Contribution to Students Motivation and

Table 8.9 19
Enthusiasm
Responses on Acquisition of Vocabulary and
Table 8.10 20
Language Nuances
Responses on Development of Ability to
Table 8.11 20
Express Thoughts Coherently
Responses on Fostering Love for Language and
Table 8.12 21
Literature
Responses on Exploration of Diverse
Table 8.13 22
Perspectives and Cultural Elements
Responses on Enhancement of Organizational
Table 8.14 23
Skills
Responses on Recommendation for Continued
Table 8.15 23
Use
 1

Role of Short Story Writing on Students’ Writing Skills: A Case

Study of Elementary Level Schools of District Okara

1. Introduction

Language is the most powerful tool of human communication. Through

language, we express our needs, emotions, ideas, and content of the mind. There are

four essential language skills that learners need to master to achieve fluency in a

language which include listening, speaking, reading, and writing. In the realm of

education developing effective writing skills holds immense significance. 'Reading

maketh a full man; conference a ready man; and writing an exact man.'(Bacon, 1605).

Effective writing serves as a linchpin for the academic success of the students

enabling them to convey knowledge persuasively and coherently. Furthermore, it is

equally important in the field of professionalism as it empowers individuals to

collaborate effectively and contribute meaningfully in a variety of professional

contexts.

1.1 Writing as A Skill

Writing is not an easy task as it extends beyond the simple act of putting words on

paper; however, it involves the logical organization of thoughts and ideas to

convey meaning effectively. Quality writing comprises elements like grammar,

vocabulary, sentence structure, and stylistic creativity. Having a command of

these components is crucial for the students as they move through different

educational levels and enter the workforce. Bello (1997) specified that writing

plays an important role in endorsing language acquisition as the learners

 2

experiment with words, sentences, and larger chunks of writing to communicate

their ideas well and to reinforce the grammar and vocabulary they learn in the

class.

1.2 Importance of Short Stories in Language Learning

Aligning the development of writing skills with the use of literary texts seems to

be a new method of language teaching. Teachers should create a dynamic learning

environment that enhances creativity, critical thinking, and the usage of the English

language by using the narrative structure of short stories. Taylor (2000) says that

‘stories have themes and touch on psychologically important things like honesty,

kindness, generosity, jealousy, arrogance, greed, and so on’. Writing short stories

gives the students new chances to improve and practice their writing skills in a

delightful and meaningful context. Children's book or short story structure provides a

framework for students to explore their creative writing skills, develop critical

thinking abilities, and acquire a better insight into the art of writing. Murdoch (2002)

specified that if short stories are chosen appropriately they can provide quality text

content which helps to improve EFL courses for learners at intermediate levels of

expertise.

1.3 Developing Writing Skills through Literary Texts

This study aims to explore the development of students’ writing skills by using

literary texts, specifically short stories. ‘Literature can open horizons of possibility,

allowing students to question, interpret, connect, and explore’ (Custodio et al, 1998,

20). Literary texts act as a broad canvas for students where they can apply and refine
 3

their writing skills in an enjoyable and meaningful context. By using the narrative

structure of short stories, teachers create an environment that fosters creativity and

enhances critical thinking and language proficiency. Collie and Slater (1991) believed

that literature provides ESL learners with a better understanding of the country and

people whose language they learn. They also believed that using literary texts in the

language classroom can help to impart cultural information.

2. Research Objective

To highlight the role of short story writing on students’ writing skills in

elementary-level schools of District Okara.

3. Research Question

What is the role of short story writing on students’ writing skills in

elementary-level schools of District Okara?

4. Statement of the Problem

Despite the recognized importance of writing skills, there exist several

challenges in effectively fostering these skills in elementary-level students.

Traditional teaching methods may be insufficient in capturing students’ interest

leading to minimal outcomes in developing their writing proficiency. The gap in

previous literature exists in the limited research on the impact of short stories on

developing effective writing skills in the context of elementary education. To address

this gap, the study examines the influences of integrating short stories on elementary
 4

students' writing proficiency and explores the perceptions of teachers regarding this

integration.

5. Significance of the Study

The foremost ambition of this study is to examine the ability to write creative

short stories in primary school education in the specific context of District Okara. The

use of short stories is disclosed as a device that is used to enhance the student's

creative writing. In this kind of writing, students can avail themselves of a vast range

of vocabulary and other literary components. This study allows teachers to create such

opportunities for students where they can get engaged in classroom-based activities

and write on their own through effective strategies. The results section of this research

will not only ensure the effectiveness of short story writing as a language teaching

method but also suggest assisting methodologies for improving students’ writing

skills. The purpose of the comprehensive investigation of this study is to bridge the

gap between theory and practice through evidence-based recommendations that

resonate with the specific educational context of District Okara.

6. Literature Review
 5

6.1 Introduction

The development of effective writing skills by using short stories has been a

subject of academic interest, with an increasing mass of literature exploring the

complex features of this pedagogical approach. Literature is not only a group of words

but it is an appealing activity that includes the use of a language. According to

Radhika (1991) literature goes beyond the routine and emphasizes the inherent quality

of the text which is presented. As suggested by Clandfield (2006) and Pulverness

(2007), literature holds the exceptional ability to transport the readers outside their

temporal and cultural boundaries. It discloses many different scenarios where it offers

a sight into diverse times and societal contexts. The whole Literature Review chapter

of this study explores numerous studies describing the role of short stories on second

language learning, enhancing creativity, and developing writing proficiency of the

students by using a thematic approach. This literature review offers a comprehensive

foundation for studying the role of short stories in the context of District Okara by

synthesizing the existing knowledge.

6.2 Relationship between Literature and Language

Many scholars in the field have highlighted the interrelationship between

literature and language as a crucial aspect. According to Widdowson (1971), literature

has a profound impact in providing a meaningful context for the language use.

Dissimilar to abstract theoretical constructs, literature provides a concrete context that

encompasses the real-world applications, inspiring the language learning experiences.

Short and Candlin (1986) contribute to this discourse by emphasizing the symbiotic
 6

relationship between language and literature. In the context of an ESL classroom, they

support for the intentional interlinking of language and literature, suggesting that each

element reinforces the other. According to Meyer (2003), literature allows for a

deeper understanding of language through emotional and imaginative engagement,

thereby promoting a more profound language acquisition process.

6.3 Role of Short Stories in Language Development

Short Stories play a crucial role in fostering language acquisition among

young learners according to a developmental perspective. McCabe and Peterson

(1991) noted that children as young as two years old begin to convert events into

stories, reflecting an innate narrative competence. As children grow, stories become

an engaging literary form, providing a designed framework for learning grammar,

vocabulary, and speech formulas (Wasik & Bond, 2001; Koisawalia, 2005). Ellis and

Brewster (2002) emphasized the ability to internalize linguistic elements through

repetition becomes essential in the process of language development. Due to their

conciseness and engaging nature, short stories act as useful tools in this

developmental trajectory (Ali et al., 2023). Literary texts help students in learning

fundamental writing skills such as spelling, punctuation, and sentence structure.

Wright (1997) highlights how reading literary texts, especially novels and short

stories, facilitates a deep understanding of the intrinsic 'sound' and 'feel' of a foreign

language.

6.4 Using Short Stories in Elementary Education

 7

In the milieu of education, using short stories in English Language Teaching

takes center stage in elementary classrooms. As highlighted by Maley (2001) and

Widdowson (1975), literary texts enrich students' intellect and deepen their

understanding of languages. By offering real-life examples of vocabulary and

syntactic structures, literature becomes a valuable tool for language learners.

Gajdusek (1988) and Spack (1985) affirm that literary texts, by constituting real

content, act as powerful stimuli for writing and exposition. They present students with

a plethora of themes and ideas that inspire creative expression. Adam (2015)

highlights that short stories are effective in teaching elementary syntactic structures,

as their simplicity aligns with the linguistic abilities of the young learners. This study

carried out in Saudi universities shows teaching short stories has appositive effect on

the development of students' writing skills. These results emphasize the pedagogical

value of using short stories in English Language Teaching to enhance narrative

writing proficiency of the students.

6.5 Short Stories and Writing Skills Enhancement

According to Miller (1984) literature, through its diverse forms, acts as a

mentor for writing improvement. Novels and short stories expose students to rich

language structures, precise diction, and effective paragraphing, providing a

multifaceted approach to enhancing writing skills. Gallets (2005) highlights the

interpersonal dynamic of storytelling, where there happens a communicative

exchange between the teller and the listener or listeners. This process not only

improves vocabulary but also aids in transferring ideas into written language. The

significance of short stories on language progress and their comprehension among

 8

young children is highlighted by Moreno et al. (2004), emphasizing the importance of

short stories in reading and writing classes.

6.6 Assessing Story Writing Skills

The assessment of the story writing skills of the students becomes essential to

understanding their proficiency and directing effective instruction as the pedagogical

landscape grows. Analytic rubrics, widely used for this purpose globally and focus on

criteria like sentence fluency, word choice, and grammar (Dunsmuir et al., 2015;

Rezaei & Lovorn, 2010). By employing these criteria, educators gain insights into the

nuanced aspects of students' writing, allowing for targeted feedback and tailored

support. Teachers play a vital role in encouraging students to write stories and

providing assessments to initiative effective learning (Ballard & Glynn, 1975; Jones,

2002). These assessments offer valuable feedback, enabling students to understand

their strengths and areas for improvement.

6.7 Challenges and Opportunities in Story Writing Education

Though using short stories in English Language Teaching offer extensive

advantages, there are several challenges and opportunities within the landscape of

story writing education. Studies examining students’ story writing skills at different

grade levels (Ulu, 2019; Duran & Yılmaz, 2019; Eğilmez & Berber, 2017; Kaynaş,

2014; Yasul, 2014; Yılmaz, 2008; Taş, 2019) indicate that students frequently show

moderate proficiency. McKay (1982) argues how literary texts can effectively address

challenges in writing, encompassing spelling, punctuation, and sentence structure.

The difficulties encountered in the writing process can find resolution through
 9

exposure to diverse literary forms. According to Ulu (2019), autonomy in selecting

topics presents a visible means for enhancing creativity among students.

6.8 Story Writing in the Context of District Okara

The literature reviewed so far provides a strong foundation for understanding

the wider implications of short stories on language development and writing skills.

Nevertheless, it is essential to contextualize all these results and findings within the

unique cultural and educational context of District Okara. The local nuances, social

influences, and educational contexts can significantly affect the effectiveness of using

short stories as a pedagogical tool. This study pursues to address the gap in literature

by inspecting the unique dynamics in District Okara and their consequences for the

short stories in enhancing writing skills of the students.

6.9 Conclusion

In conclusion, literature review of this study deals with the complex

relationship between short stories and the development of effective writing skills of

the students. Building on the foundation of linguistic development, researches

emphasize the positive contribution of short stories on students' story writing skills.

However, there exist several challenges and opportunities and the situation becomes

more complex in the context of District Okara. This study objects to contribute to the

existing body of knowledge by exploring the role of short stories in elementary-level

schools in District Okara, thus by offering valuable perceptions that are both informed

and relevant
 10

7. Methodology

7.1 Introduction

In this section, we’ll look at the methodological framework used to study the

role of short stories on student’s writing abilities, with a specific focus on elementary

level school teachers in the Okara district. Using a quantitative research design, the

purpose of this study is to collect data by distributing a structured questionnaire to 40

teachers from elementary schools in the District Okara.

7.2 Research Design

A cross-sectional survey design was chosen to offer an inclusive

understanding of the teachers' perspectives and their experiences. This design made

data collection easier at a particular point in time, capturing a diverse range of

perspectives regarding the role of short stories in enhancing students’ writing skills.

7.3 Research Method

The primary method for research employed in this study involved distribution

of a designed questionnaire for data collection. The survey was structured to evaluate

teachers' views on the effectiveness of short stories in developing good writing

abilities.

7.4 Research Population

The primary focus of this study is on the elementary school teachers in District

Okara. It acknowledges the variety within this wide range of population by including

teachers from various grade levels from 6th to 8th. This approach ensures a general

understanding of the role of short stories in development of writing abilities.

 11

7.5 Sampling Technique

Stratified random sampling was used to ensure that the sample for the research

included teachers from different grade levels and schools in District Okara.

Categorizing teachers according to these stratifications allows the sample to

accurately reflect the diversity of elementary level education in the district.

7.6 Sample Size

The total number of elementary school teachers participating in the survey was

40, which is considered a sufficient sample size to conduct a thorough analysis while

taking into account the practical limitations of the research environment.

7.7 Research Tools/Instruments

The questionnaire was the main tool for collecting data, carefully crafted to

include Likert scale questions that measured teachers’ views on the impact of short

stories on improving writing skills.

7.8 Validity and Reliability

Careful validation processes, such as expert reviews and trial evaluations,

were carried out to ensure that the questionnaire accurately reflected the intended

data. Internal consistency checks verified the tool’s robustness.

7.9 Data Collection

The survey was conducted online using online platforms to ensure consistent,

impartial responses from teachers. Participants were given a specific data collection

period and regular reminders were sent to increase participation rates.

7.10 Data Analysis

 12

Quantitative data analysis used appropriate statistical tools that systematically

analyzed teachers’ responses. This analysis allowed for a deep comprehension of the

importance of short stories in improving writing ability.

7.11 Conclusion

This section summarizes the methodology employed in the study, highlighting

the use of a questionnaire to capture the diverse perspectives of 40 elementary school

teachers in District Okara. Subsequent sections will delve into the detailed analysis

and interpretation of the gathered data.

 13

8. Results and Discussion

The survey aimed to explore elementary-level school teachers' perspectives in

District Okara regarding the impact of short stories on students' writing skills. A total

of 40 teachers participated in the survey. The respondents consisted of 45% females

and 55% males. Regarding age distribution, 10% of the teachers belonged to the age

group 41 to 50, 27.5% were in the age group 31 to 40, and the majority, comprising

62.5%, fell within the age group of 18 to 30. In terms of teaching grade, 15.4% of the

participants were teaching 6th grade, 23.1% were teaching 7th grade, and the largest

proportion, accounting for 61.5%, were teaching 8th grade. This diverse demographic

representation ensured a comprehensive perspective on the topic under investigation.

8.1 Extent of Contribution to Writing Skills Enhancement

The majority of respondents (82.5%) believed that short stories positively

contribute to enhancing students' writing skills. Specifically, 47.5% of teachers

indicated a likely of this contribution, while 35% expressed a very likely.

Table 8.1: Responses on the Contribution of Short Stories to Enhancing Students'

Writing Skills

Responses Frequency Percent

Very Unlikely 2 5%

Unlikely 0 0%

Neutral 5 12.5%

Likely 19 47.5%
 14

Very Likely 14 35%

Total 40 100%

8.2 Effectiveness in Fostering Creativity and Imagination

When asked about the effectiveness of short stories in fostering creativity and

imagination in students' writing, 22.5% of the respondents indicated a likely, while

42.5% expressed a very likely of this effect.

Table 8.2: Responses on Effectiveness in Fostering Creativity and Imagination

Responses Frequency Percent

Very Unlikely 2 5%

Unlikely 4 10%

Neutral 8 20%

Likely 9 22.5%

Very Likely 17 42.5%

Total 40 100%

8.3 Contribution to Language Conventions Understanding

 15

Regarding the contribution of short stories to students' understanding and use

of language conventions such as grammar and vocabulary, 42.5% of the respondents

believed that short stories contribute very likely to this aspect, while 35% indicated a

likely.

Table 8.3: Responses on Contribution to Language Conventions Understanding

Responses Frequency Percent

Very Unlikely 1 2.5%

Unlikely 0 0%

Neutral 8 20%

Likely 14 35%

Very Likely 17 42.5%

Total 40 100%

8.4 Perceived Value for Teaching Various Writing Genres

A significant majority (80%) of the teachers perceived short stories as

valuable tools for teaching various writing genres, with 52.5% indicating a likely and

27.5% indicating a very likely.

Table 8.4: Responses on Perceived Value for Teaching Various Writing Genres

Responses Frequency Percent

 16

Very Unlikely 1 2.5%

Unlikely 1 2.5%

Neutral 6 15%

Likely 21 52.5%

Very Likely 11 27.5%

Total 40 100%

8.5 Role in Fostering Effective Writing Skills

In terms of the role of short stories in fostering and improving the effective

writing skills of elementary-level students, 30% of the respondents believed that short

stories contribute very likely to this aspect, while 37.5% indicated a likely.

Table 8.5: Responses on Role in Fostering Effective Writing Skills

Responses Frequency Percent

Very Unlikely 1 2.5%

Unlikely 1 2.5%

Neutral 11 27.5%

Likely 15 37.5%
 17

Very Likely 12 30%

Total 40 100%

8.6 Influence of Cultural and Educational Context

A considerable number of respondents (69/3%) acknowledged the influence of

the cultural and educational context of District Okara on the effectiveness of using

short stories to enhance students' writing skills, with 38.5% indicating a likely and

30.8% indicating a very likely.

Table 8.6: Responses on Influence of Cultural and Educational Context

Responses Frequency Percent

Very Unlikely 1 2.6%

Unlikely 2 5.1%

Neutral 9 23.1%

Likely 15 38.5%

Very Likely 12 30.8%

Total 40 100%

8.7 Development of Critical Thinking Skills

 18

When asked about the extent to which short stories help students develop

critical thinking skills related to writing, 32.5% of the respondents believed that short

stories contribute very likely to this aspect, while 30% indicated a likely.

Table 8.7: Responses on Development of Critical Thinking Skills

Responses Frequency Percent

Very Unlikely 1 2.5%

Unlikely 2 5%

Neutral 12 30%

Likely 12 30%

Very Likely 13 32.5%

Total 40 100%

8.8 Engagement in the Writing Process

Regarding how well short stories engage students in the writing process,

31.6% of the respondents indicated a very likelihood, while 36.8% expressed a likely.

Table 8.8: Responses on Engagement in the Writing Process

Responses Frequency Percent

Very Unlikely 1 2.6%

Unlikely 1 2.6%
 19

Neutral 10 26.3%

Likely 14 36.8%

Very Likely 12 31.6%

Total 40 100%

8.9 Contribution to Student Motivation and Enthusiasm

A majority of respondents (78.9%) believed that short stories contribute to

improving student motivation and enthusiasm for writing, with 36.8% indicating a

very likelihood and 42.1% indicating a likeliy.

Table 8.9: Responses on Contribution to Student Motivation and Enthusiasm

Responses Frequency Percent

Very Unlikely 1 2.6%

Unlikely 1 2.6%

Neutral 6 15.8%

Likely 16 42.1%

Very Likely 14 36.8%

 20

Total 40 100%

8.10: Acquisition of Vocabulary and Language Nuances

In terms of contributing to students' acquisition of vocabulary and language

nuances, particularly in an elementary educational context, 28.2% of the respondents

indicated a very likelihood, while 41% expressed a likely.

Table 8.10: Responses on Acquisition of Vocabulary and Language Nuances

Responses Frequency Percent

Very Unlikely 1 2.6%

Unlikely 2 5.1%

Neutral 9 23.1%

Likely 16 41%

Very Likely 11 28.2%

Total 40 100%

8.11 Development of Ability to Express Thoughts Coherently

Regarding the role of short stories in developing students' ability to express

their thoughts and ideas coherently in writing, 30.8% of the respondents believed that

short stories contribute very likely to this aspect, while 43.6% indicated a likely.
 21

Table 8.11: Responses on Development of Ability to Express Thoughts Coherently

Responses Frequency Percent

Very Unlikely 0 0%

Unlikely 3 77.7%

Neutral 7 17.9%

Likely 17 43.6%

Very Likely 12 30.8%

Total 40 100%

8.12 Fostering Love for Language and Literature

A significant majority (57.2%) of the respondents believed that short stories

contribute to fostering a love for language and literature among elementary-level

students, with 34.3% indicating a very likelihood and 22.9% indicating a likely.

Table 8.12: Responses on Fostering Love for Language and Literature

Responses Frequency Percent

Very Unlikely 0 0%

Unlikely 2 5.7%

Neutral 13 37.1%
 22

Likely 8 22.9%

Very Likely 12 34.3%

Total 40 100%

8.13 Exploration of Diverse Perspectives and Cultural Elements

When asked about whether short stories provide a platform for students to

explore diverse perspectives and cultural elements in their writing, 30.8% of the

respondents indicated a very likelihood, while 43.6% expressed a likely.

Table 8.13: Responses on Exploration of Diverse Perspectives and Cultural Elements

Responses Frequency Percent

Very Unlikely 0 0%1

Unlikely 1 2.6%

Neutral 9 23.1%

Likely 17 43.6%

Very Likely 12 30.8%

Total 40 100%

8.14 Enhancement of Organizational Skills

 23

Regarding the degree to which short stories enhance students' skills in

organizing and structuring their written content effectively, 38.5% of the respondents

believed that short stories contribute very likely to this aspect, while 38.5% indicated

a likely.

Table 8.14: Responses on Enhancement of Organizational Skills

Responses Frequency Percent

Very Unlikely 1 2.6%

Unlikely 0 0%

Neutral 8 20.5%

Likely 15 38.5%

Very Likely 15 38.5%

Total 40 100%

8.15 Recommendation for Continued Use

Finally, when asked about the likelihood of recommending the continued use

of short stories as a method for enhancing students' writing skills to their colleagues,

43.6% of the respondents expressed a very likely, while 33.3% indicated a likely.

Table 8.15: Responses on Recommendation for Continued Use

Responses Frequency Percent

 24

Very Unlikely 1 2.6%

Unlikely 2 5.1%

Neutral 6 15.4%

Likely 13 33.3%

Very Likely 17 43.6%

Total 40 100%

These findings emphasize the supposed importance of short stories in

enhancing writing skills of the students among elementary school teachers in District

Okara. The results of this study propose a strong disposition towards using short

stories as teaching tools in language learning, highlighting their multilayered

advantages in nurturing creativity, critical thinking, and language proficiency among

the students.
 25

9. Conclusion

The results of this data analysis provide important insights into the role of

short stories on student writing ability. This section summarises the results of the data

analysis, compares them to existing literature, discusses their impact on educational

practice, and provides opportunities for future research.

9.1 Ethical Considerations

Ethical guidelines were strictly followed to protect the rights and well-being of

the participants. Permission was gotten, informed consent was sought, confidentiality

was ensured, and participants were given the freedom to withdraw at any point. This

adherence to the ethical values was maintained through the research process to lessen

any potential damage to the participants.

9.2 Limitations of the Study

Despite industrious efforts, there are several limitations that must be

recognized. The study's focus solely on elementary-level teachers in District Okara

may limit the generalizability of the findings to other contexts. Additionally, reliance

on self-reported data from teachers introduces the possibility of response bias. The

modest sample size of 40 teachers may also impact the precision of the results.

Furthermore, the cross-sectional nature of the study precludes establishing causal

relationships between short story activities and long-term changes in writing skills.

9.3 Future Research Directions

 26

Numerous opportunities exist for future research to build upon the current

study's findings. Investigating alternative approaches to integrating short stories into

the curriculum could yield valuable insights into effective instructional practices.

Longitudinal studies tracking students' progress over time would provide a deeper

understanding of the sustained effects of short story interventions on writing

proficiency. Direct engagement with teachers to explore their instructional strategies

and challenges in implementing short story activities could offer nuanced

perspectives. Additionally, examining how factors such as teacher experience and

student demographics influence the effectiveness of short story interventions warrants

further investigation.

In conclusion, this study underscores the importance of short stories in

enhancing students' writing skills and highlights avenues for future research. Despite

the identified limitations, the findings contribute to the existing body of knowledge in

educational research and offer practical implications for educators. By addressing

ethical considerations, acknowledging study limitations, and charting future research

directions, this discussion section provides a comprehensive reflection on the study's

outcomes.

References
 27

Halawa, N., Zalukhu, L., Lahagu, M. L., & Laoli, J. (2023). Improving students' short

story writing skills: A study on the effects of problem-based learning with image

media. International Journal of Contemporary Studies in Education, 2(2), 137-148.

Retrieved from

https://journals.eduped.org/index.php/ijcse/article/view/496

Putri, C., & Ma’rufah, F. (2018). Analysis of short story writing skill by using

interactive multimedia based on the religious character of students in primary school

grade 6. MUADDIB: Studi Kependidikan dan Keislaman, 8(2), 90. Retrieved from

https://journal.umpo.ac.id/index.php/muaddib/article/view/1420

Kottacheruvu, N. (2023). Developing writing skills through English short stories: A

case study in the classroom. International Journal of Language and Literary Studies,

5(1), 287-299. Retrieved from

https://ijlls.org/index.php/ijlls/article/view/1243

Nasir, B., Sarwat, S., & Imran, M. (2021). Effect of English creative writing on

students' academic progress at graduation level. Pakistan Journal of Applied

Economics and Econometrics, 18(10), 3347. Retrieved from

https://archives.palarch.nl/index.php/jae/article/view/10374

Pardede, P. (2011). Using Short Stories to Teach Language Skills. Christian

University of Indonesia, Journal of English Teaching, 1(1), 14-27. Retrieved from

http://ejournal.uki.ac.id/index.php/jet/article/view/49

Appendix
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Role of Short Stories on Students’ Writing Skills: A Case Study of

Elementary-level Schools of District Okara.

A Survey on Teachers’ Perspective

SECTION 1 – Background Information

Name: ___________________

A. Gender: 1. Male 2. Female

B. Age: 1. 18-30 2. 31-40 3. 41-50

C. Grade: 1. 6th 2. 7th 3. 8th

SECTION 2 – Questionnaire

Role of short stories on students’ Writing Very Unlikely Neutral Likely Very
Skills: A Case Study of elementary-level Unlikely Likely
schools of District Okara.

1. Do Short stories positively contribute to

enhancing students' writing skills?

2. Do you think short stories are effective in

fostering creativity and imagination in
students' writing?
 29

3. Do short stories contribute to students'

understanding and use of language
conventions, such as grammar and
vocabulary?

4. Do you perceive short stories as valuable

tools for teaching various writing genres (e.g.,
narrative, descriptive, persuasive)?

5. How do you perceive the role of short

stories in fostering and improving the
effective writing skills of elementary-level
students?

6. Do you believe the cultural and educational

context of District Okara influences the
effectiveness of using short stories to enhance
students' writing skills?

7. Do you believe short stories develop

critical thinking skills related to writing?

8. Do short stories engage students in the

writing process, from brainstorming to final
revisions?

9. Do short stories contribute to improving

students’ motivation and enthusiasm for
writing?

10. Do short stories contribute to students'

acquisition of vocabulary and language
nuances, particularly in an elementary
educational context?
 30

11. Do you perceive the role of short stories

in developing students' ability to express their
thoughts and ideas coherently in writing?

12. Do short stories contribute to fostering a

love for language and literature among
elementary-level students?

13. Do short stories provide a platform for

students to explore diverse perspectives and
cultural elements in their writing?

14. Do short stories enhance students' skills in

organizing and structuring their written
content effectively?

15. Do you recommend the continued use of

short stories as a method for enhancing
students' writing skills to your colleagues?