Four Square Writing Method is able to improve students’ writing skill.

1. Four Square Writing Method is able to improve students’ writing skill.

As mentioned above, FSWM is able to improve students’ writing skill. In this case, implementi ng FSWM to improve students’ writing skill means implementing graphic organizers as the visual aid to provide the students with the visual outline for their first draft. That is why graphic organizers cannot be separated from this method.

The improvement of students’ writing skill in this research involves five focuses. Each of the improvement is discussed as the research findings as follows.

a. Four Square Writing Method improves students’ skill in exploring ideas to write.

The research findings show that the students were able to state the main ideas for their writing and also to find the more details, as what had been stated by BAD, “Bu, liat saya udah nulis banyak, tapi ini bener nggak bu? ” Besides, the students were able to write 3 ideas The research findings show that the students were able to state the main ideas for their writing and also to find the more details, as what had been stated by BAD, “Bu, liat saya udah nulis banyak, tapi ini bener nggak bu? ” Besides, the students were able to write 3 ideas

b. Four Square Writing Method improves students’ skill in applying the appropriate tense in the text.

The research findings show that the students made fewer mistakes in applying the appropriate tense in the text. The students had used simple past tense to write recount text. They were able to construct good sentences to express their ideas. The skill in applying the appropriate tense is related to the skill in presenting ideas in the text. As stated by Bell (2009), “effective use of graphic organizers can help the writer to present his or her ideas in an effective and persuasive manner, resulting in a focused and coherent text”.

c. Four Square Writing Method improves students’ word choices.

The research findings show that the students had richer word choice. They were able to select the appropriate words to express their ideas. They also knew some new words like took a walk, drove around, walked around, etc. This result is supported by Sigueza (2005) who states:

“graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary. ” “graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary. ”

The research findings show that the students were better in coherence and cohesiveness. They were able to differentiate the generic structure of recount text and use the word transition like after that, then, before, after, finally , etc. This finding is supported by Zollman (2009) who states: “as in the four square writing method, the students then organize and edit their thoughts by writing their solution in the traditional linear response, using connecting phrases and adding details and relationships ”. Supporting this statement, Gloria in Gould and Gould ( 1999: iv) says that “visual organizers helps students to conceptualize, understand, and structure a piece of writing as well as provide coherence and cohesiveness. ”

e. Four Square Writing Method improves students’ skill in word order. The research findings show that the students were able to apply the appropriate word order in their sentences. The words were like Beautiful place for tempat yang indah, tea garden for kebun teh, grandparents’ house for rumah kakek nenek, etc. This finding is similar with M cKenzie

(2003) who states that “graphic organizers are one way for visual thinkers to arrange their ideas ”. The application of word order has close

relationship with the students’ skill in word choice. As stated by Fruehling and Oldham (1988: 51), the right words (appropriate word choice) are

necessary, but the order in which the writers place them in sentences necessary, but the order in which the writers place them in sentences