This research was conducted to find out whether or not using short stories significantly improve the speaking and writing achievements. A quasi-experimental study of non-equivalent pretest-posttest control group design or comparison group design was used in this research. The population of this research was the all first semester undergraduate students of urban and regional planning study program of Indo Global Mandiri University. Forty students were selected as the sample by using purposive sampling technique in which each group consisted of 20 students, respectively. The treatment was given for 14 meetings. This research was primarily concerned on the quantitative data in the form of the students' speaking and writing scores. Rubrics were used to measure the students' speaking and writing achievements. The findings showed that (1) there was a significant improvement in speaking and writing achievements where t-obtained of speaking skill by using rubric was 16.110 (p<0.000) and t-obtained of writing skill by using rubric was 18.291 (p<0.000), (2) there was also a significant mean difference in speaking and writing achievements between the experimental and control groups were 4.533 (p<0.000) and 3.504 (p<0.000), (3) the aspect of speaking and writing skill gave high contribution on the students' speaking and writing achievements in the experimental group. The highest contribution of speaking skill aspect toward the speaking achievement was fluency. Meanwhile the highest contribution of writing skill aspect toward the writing achievement was vocabulary. Hence, it could be concluded that using short stories significantly improve the students' speaking and writing achievements.