Four Square Writing Method is able to improve situation in the writing classroom.

2. Four Square Writing Method is able to improve situation in the writing classroom.

In this research, FSWM is also able to improve the situation of the classroom. In the teaching and learning process, the students took participation when implementing FSWM in learning writing. The improvement of situation in the classroom covers the following focuses:

a. Four Square Writing Method improves students’ motivation towards writing.

It was proven by students’ behaviour who seldom complained when they were asked to write. The research findings show that the students

gave fewer complaints to the teacher. The use of graphic organizers in this method is very attractive. As stated by Ford and Wlodkowski in Elliott et

al (1999:331), “realistically, the best teachers can do is to make conditions as attractive and stimulating as possible .”

b. Four Square Writing Method improves students’ activeness. The research findings show that the students became more active. They were able to answer the teacher’s questions and they also asked questions to the teacher. This result is supported by Dutch (2008) who b. Four Square Writing Method improves students’ activeness. The research findings show that the students became more active. They were able to answer the teacher’s questions and they also asked questions to the teacher. This result is supported by Dutch (2008) who

c. Four Square Writing Method improves students’ confidence. The research findings show that the students became confident to read their texts in front of the class. They did not refuse to present their writing in front of other friends, they even looked happy to do that. As stated by McKenzie (2003), “graphic organizers are a way to encourage students to think about information in new ways .”

d. Four Square Writing Method improves students’ time needed to write. The research findings show that the students spent shorter time in writing and they were able to finish the writing on time. It can be concluded that the method had made the productive learning time increase. As stated by Sheridan (2010), “maximizing your teaching time provides a higher quality of education for your students and a better working atmosphere for you”. This is similar with Gettinge in Elliot (2000: 559) who identifies three aspects of learning time that could be increased. The first is the time used for instructions, the second is engaged time, and the third is productive learning time. The more productive the learning time means the more things can be done in a certain time. On the other words, if the activity had been decided (writing a recount text), the productive learning time will be shorter.

e. Four Square Writing Method improves students’ behaviour during the teaching and learning process.

The research findings show that the students paid attention to the teacher and they did not look bored or make noise. They even looked happy during the lesson. This is similar with Sheridan who states that “Children have short attention spans but they will pay attention if you present the lessons in a brief but concise manner ”.

The observation results of field notes which are supported by interview with students and some photographs also show the differences of students’ interest and behaviour before and after the implementation of FSWM . After the writer conducted the second cycle, she interviewed the eighth grade students of SM P Negeri 19 Surakarta . When the teacher asked the students’ feeling, most of them said that FSWM is fun activities in learning writing. The students gave more attention and more participation in every single activity. The situation in teaching and learning process became conducive and made the students were able to write recount text easily.

There were many important aspects in teaching writing using FSWM . As stated by Luban et al in their research. They say: The strength of Four Square Writing M ethod seems to help the students

organize their thoughts in a logical way and improve the use of adding detail to their writings. The method does not address all the issues students have in writing. However, this method does break down the writing process into manageable pieces. The students believe they are capable writers and it seems to give them the confidence they need to become successful writers. In addition, conversation about writings organize their thoughts in a logical way and improve the use of adding detail to their writings. The method does not address all the issues students have in writing. However, this method does break down the writing process into manageable pieces. The students believe they are capable writers and it seems to give them the confidence they need to become successful writers. In addition, conversation about writings

FSWM is one of alternative technique that is appropriate in teaching writing. It is proven by the result of students’ mean score in doing tests. The students’ participant in every single activity in joining the lesson also supported the activeness of conducting FSWM . Therefore, it is not necessary to put FSWM in doubt to impro ve students’ writing skill. It is proven that FSWM can improve students’ writing skill, actually for the eighth grade students of SM P Negeri 19 Surakarta.