Enhancing Content Development in EFL Students' Writing: Leveraging the Four-Square Writing Method

Abstract

Effective writing skills are vital for students' development as proficient communicators and critical thinkers within the realm of education. Nevertheless, numerous students encounter difficulties when it comes to content development in their writing. This study endeavors to enhance students' content development in writing, a foundational skill essential for fostering effective communication and critical thinking. The research assesses the efficacy of the Four-Square Writing Method in improving writing content among EFL students at MAN 1 Parepare, an Islamic state senior high school in South Celebes, Indonesia. Using a pre-experimental methodology with a one-group pretest-posttest design, 18 EFL students from class XI IPA 2 were selected through cluster random sampling. Data were collected through written tests before and after the intervention and analyzed using Data Analysis of Microsoft Excel. The results demonstrate a significant improvement in students' writing content at MAN 1 Parepare, with average scores increasing from 59.44 (fair) to 89.63 (very good). A t-test revealed a substantial difference between pretest and posttest scores, with a t-value of 15.46, surpassing the critical t-table value of 2.11. These findings indicate that the Four-Square Writing Method effectively addresses content development challenges in student writing, highlighting its potential as an alternative teaching method in diverse educational settings to enhance students' abilities in planning, organizing, and developing written content.