Improving students’ writing skill using four square writing method

Oleh :
Siti Fatimah W - K2206034 - Fak. KIP

ABSTRACT This thesis is written to (1) describe whether or not and to what extent Four Square Writing Method can improve students’ writing skill; and (2) identify what happens when Four Square Writing Method is implemented in the writing classes. The method used in this research was a collaborative action research at the Junior High School English Teacher (Teacher M), the researcher, and the researcher’s partner. The research was conducted in two cycles from February 4th until March 10th 2010 at the eighth grade of SMP Negeri 19 Surakarta. The research data were collected by using techniques of observation, interview, diary, document, and test (pre-test and post-test). The data were analyzed through constant comparative method and descriptive statistics. The research findings show that Four Square Writing Method could improve: (1) students’ writing skill of recount text (2) classroom situation. Related to the improvement of (1), it includes: (a) The students had fewer difficulties in exploring ideas to write (b) They also made fewer mistakes in constructing new sentences using simple past tense (c) Their word choice got richer after the research (d) They were able to differentiate the generic structure of recount text and use the appropriate word transition (e) They were able to use the appropriate word order in their sentences. Concerning on the improvement of (2), it comprises: (a) The students seldom complained when they were asked to write (b) They were able to answer teacher’s questions and being active to ask questions to the teacher (c) They did not refuse to present their writings in front of the class (d) They spent shorter time and were able to finish the writing on time (e) They paid attention to the teacher, students did not look bored or make noise. Besides the two findings above, there were other findings as follows: (3) The students greeted the researcher outside the class (4) They asked the researcher to teach them longer. I find that this research could improve students’ writing skill and situation of the classroom. I expect to continue doing a collaborative action research in my own classroom. I also hope that what I had done provides other teachers inspiration to conduct a collaborative action research in their classroom. It is expected that the teachers will not consider the students as something to be increased in quantity or score only but also in quality.