<![CDATA[This study investigated the effect of short story-based instruction on EFL students’ creative writing performance. A quantitative pre-experimental study using a one-group pre-test–post-test design involved 20 third-semester students in an English Education Study Program at Universitas Muhammadiyah Mataram. Data were collected through a creative writing test assessed using an analytic rubric covering content, organization, vocabulary, language use, and mechanics. Descriptive statistics and the Wilcoxon Signed-Rank Test were used for data analysis. The results showed a substantial improvement in students’ writing performance, with the mean score increasing from 67.85 to 88.30. The Wilcoxon test indicated a statistically significant difference between pre-test and post-test scores (Z = –3.825, p < .001), while the effect size (r = 0.86) indicated a large practical effect. These findings suggest that short story-based instruction can support students’ originality, idea development, and expressive language use. The study provides empirical support for integrating short stories into creative writing instruction in EFL higher education.]]>
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