Saepudin, S.Ag., M.Pd., The Chairman of the Tarbiyah Faculty of IAIN Parepare, who provided guidelines to the researcher in writing the study. Mujahidah, M.Pd., The Chairman of the English Department of IAIN Parepare, who gave the researcher the opportunity to conduct her research.
INTRODUCTION
Problem Statement
The result of the pre-test showed that the students' writing ability was so poor. After introducing the personal letter in the classroom, the researcher administers a post-test to the students.
Objective of the Research
Significance of the Research
REVIEW OF RELATED LITERATURE
Previous Research Findings
Improving the ability of students in writing procedure text through demonstration (An Action Research in the classroom with students of the seventh grade of MT. Al Islam Jepara in the academic year 2014/2015). In his research, he had found that students' writing after being taught using demonstration improved as well as their motivation to learn English. The research results showed that the students also improved their writing skills in almost all five elements of writing (content, organization, vocabulary, language use and mechanics).
Nofi Yulianti in her research "Improving students' writing skills through diary writing of students of the tenth grade of SMAN 1 Ngemplak" she found that the application of diary writing in the process of teaching and learning writing is believed to be an effective way to improve. students' writing skills. In addition, students were introduced to journal writing to familiarize them with the writing process so that they were encouraged to write often on their own. Journal writing in this research aims to keep the personal experiences of the students in which it can be integrated with a recounting text. 20.
19M Miftahul Huda, Enhancing Students' Procedural Text Writing Skills Through Demonstration (A Classroom Action Research with Seventh Grade Students of MTs. Al Islam Jepara), (Published by Skirpsi: Department of English Language Education, Walisongo State Islamic University: Semarang, 2015) , p . 20NofiYulianti, Improving students' writing skills through diary writing of tenth grade students of SMAN 1 Ngemplak (published by Skripsi: English Education Departement, Yogyakarta State University: Yogyakarta, 2014), p. Miftahul Huda uses presentation in text writing process to improve students' writing ability and Nofi Yulianti's research uses diary writing to improve students' writing skill, while in this research the researcher will use personal letter to improve students' writing ability.
Conceptual Framework
Hypothesis
The students then created a new letter in the form of the personal invitation letter. The result of this research deals with the classification of the students' pre- and post-test scores. After knowing the students' post-test scores based on the writing scoring rubric, the researcher presents the students' pre-test mean scores.
After the researcher gave the treatment, the students' ability became greater than before the pre-test. The statement was validated by looking at the students' performance in the pre-test and post-test. In the first meeting, the researcher gave the students a pre-test. Students were asked to write a personal letter.
The researcher evaluated the students' work based on the writing scoring rubric. In the sixth meeting, the researcher took over the students' task, which was given in the last meeting. This can be demonstrated by looking at students' average pretest and posttest skill scores.
Variable and Operational Definitions
Research Design
The effectiveness of the instructional treatment was measured by comparing the average score of the pre-test, then the conclusion is made that the instructional treatment is effective. Another name for this pre-experimental design is one-group pre-test-post-test design. The method that will be used in this research is pre-experimental with the one group pre-test-post-test design.
The success of the treatment is determined by comparing pre-test and post-test scores.
Location and Duration of the Research
Population and Sample
While the purpose of the post-test was to determine students' progress and measure the impact of the personal letter on students' writing. After knowing the results of the students in the pretest based on the personal letter writing scoring rubric, the researcher presents the average score of the student's pretest. This means that the students' writing ability was significantly better after the treatment.
Before the researcher did her research, the researcher gave the students a pre-test to find out how the students' writing ability is. From the result, the researcher concluded that the students' writing skills were strengthened from very poor to good classification. At the end of the meeting, the researcher asked the students to make a personal greeting card at home.
After carrying out fifth treatments, the researcher gave a post-test to the students to measure the improvement of the students' skills after. In the post-test, the researcher asked the students to choose one of the types of personal letters and create a personal letter in the form of the one they had chosen. Stimulate students' writing skills in second-year students at SMPN 2 Sendana by writing a letter".
The Instrument of the Research
Procedure of Collecting Data
Before applying the personal letter or doing the treatment, the students were given a pre-test to know their writing achievements, the researcher asked the students to write a personal letter. In the first meeting, the researcher explained what the personal letter is and the types of personal letter, as well as the instruction of the personal letter. Students were given the opportunity to ask a question about the material and the researcher answered the question from the students.
Then the researcher continued the personal letter material in the form of a personal love letter, and then the researcher asked the students to write a text in the form of a personal love letter. In the second meeting, the researcher discussed a personal letter in the form of a personal thank you letter. Then the researcher gave the students an opportunity to ask a question, and then the researcher answered the students' question.
The students asked the researcher what they did not understand about the personal invitation letter. In the fourth meeting, the researcher started the meeting with brainstorming, the students asked about the material before the researcher explained the material. The researcher explained about personal apology letters while the students paid attention to the material and asked the researcher when they did not understand the material.
Technique of Data Analysis
3 Adequate to fair 14-12 Mediocre or sparse introduction or conclusion; problems with the order of ideas in the body; the generalization may not be fully supported by the given evidence. 4 Unacceptable-not 11-6 Shaky or minimally recognizable introduction; organization can hardly be seen; serious problems with ordering ideas; lack of documentation; 17-15 Some problems with writing conventions or punctuation; occasional typos; left margin correct; the paper is neat and legible.
3 Adequate to fair 14-12 Ideas are getting through to the reader, but grammatical problems are obvious and have a negative effect on communication; directed sentences or fragments presents. 4 Unacceptable-no 11-6 Numerous serious grammatical problems interfere with the communication of the writer's ideas; grammatical revision of some clearly needed areas; sentences difficult to read. Good to Adequate 17-15 Essay addresses issues but misses some points; ideas can be more fully developed; extraneous material is present.
Sufficient for fair 14-12 Development of ideas that are not complete or essay is somewhat off topic;. The value of the t-test will be consulted to the value of t-table. Whether the difference between the mean of the two groups is significant depends on the comparison between the value of the t-test and the value of the t-table. If the value of the t-test is higher than the t-table, it can be concluded that the use of personal letters can improve students' writing skills.
FINDING AND DISCUSSION
Discussion
Based on the results of the research on the theory in the previous chapter, it can be concluded that the use of personal letters had a positive effect on the empowerment of the writing skills of the second grade students of MTs DDI At-taqwa Jampue. Then the researcher continued the personal letter material in the form of a personal love letter and then the researcher asked the students to write a text in the form of a personal love letter. In the next part, the researcher gave the students an opportunity to ask a question. Then the researcher answered the students' question.
After that, students had to make a new letter in the form of a personal invitation letter. In the fifth meeting, the researcher started the meeting with brainstorming, the students had asked about the material before the researcher explained the material. From the first meeting to the last meeting, students could understand all kinds of personal letters.
The use of personal letters in the teaching of writing was interesting for the students and it empowered the students' writing skills, this could be seen in the results of the tests where the average score of the pre-test was 37.58 and the average score of the post-test was 69.74. The result of the post-test was greater than in the pre-test, because the students' writing skills such as content, organization, vocabulary, grammar and mechanics were better after the treatment. Based on the result of data analysis and the discussion of the result in the previous chapter, the finding of the research showed a positive impact on the students' writing skills.
CONCLUSION AND SUGGESTION
Suggestion
Penelitian ini perlu dilengkapi dengan penelitian lebih lanjut untuk mendapatkan hasil yang lebih positif atau untuk memastikan bahwa surat pribadi mempunyai dampak bagi siswa. KD: Menggunakan langkah semantik dan retoris dalam teks pendek sederhana dengan menggunakan bahasa tulis yang berbeda secara akurat dan lancar untuk berinteraksi dengan lingkungan sekitar dalam bentuk surat pribadi. IK: Menulis teks pendek dan sederhana berbentuk surat pribadi tentang suatu topik tertentu dengan langkah retorika yang benar.
Kemudian peneliti akan menjawab pertanyaan siswa dan membagikan informasi tentang apa yang dijelaskan. Peneliti akan menutup diskusi yang telah dilaksanakan dan memberikan motivasi yang baik kepada siswa. Setelah peneliti menjelaskan, peneliti akan memberikan contoh surat ucapan terima kasih secara pribadi dan meminta siswa untuk memperhatikannya.
Kemudian peneliti meminta siswa untuk membuat surat pribadi berupa surat ucapan terima kasih pribadi. Peneliti akan menarik kesimpulan tentang kegiatan yang dilakukan siswa dan menyampaikan poin-poin penting mengenai materi tersebut. Peneliti mencari solusi atas kesalahan yang dilakukan siswa ketika masih ada hal-hal yang sulit untuk dipahami.
