AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING

PERSONAL LETTER FOR THE TWELFTH GRADE AT MA

AL-MANAR BENER KECAMATAN TENGARAN
KABUPATEN SEMARANG

GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
requirements for the degree for Sarjana Pendidikan (S.Pd.)

By:

NOVI CAHYANINGRUM

NIM.23030170118

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2021
ii
 GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

requirements for the degree for Sarjana Pendidikan (S.Pd.)

By:

NOVI CAHYANINGRUM

NIM.23030170118

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2021

i
DECLARATION

ii
 ATTENTIVE COUNSELOR NOTE

Salatiga, September 28th 2021

Dra. Widyastuti, M.Pd.

The Attentive Counselor’s note
Novi Cahyaningrum

The Dean of Teacher Training and

Education Faculty
Assalamu’alaikum Wr. Wb.

After reading and correcting Novi Cahyaningrum’s graduating paper entitled AN

ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING PERSONAL

LETTER FOR THE TWELFTH GRADE AT MA AL-MANAR BENER

KECAMATAN TENGARAN KABUPATEN SEMARANG, I have decided and

would like to propose that this paper can be accepted by the Teacher Training and

Education Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

Conselor

Dra. Widyastuti, M.Pd.

NIP. 19630326 201411 2 001

iii
BOARD OF EXAMINERS

iv
 MOTTO

If you are not a writer, you will not understand the difficulties of writing. If you
are not a writer, you will not know the fears and hopes of the writers you teach
⸨ Mem Fox ⸨

v
 DEDICATION

This paper is sincerely dedicated for:

1. Allah SWT and Prophet Muhammad SAW.

2. My beloved mother Almh. Sundari.

3. My beloved grandmother Almh. Suminah

4. My beloved father Mr. Sunarno and my mother Ai Nurhasanah who have fought

for me until I can finish my undergraduate education at this time, and who have

provided support and encouragement even though that I can finish my thesis

well.

5. My beloved grandfather Mbah Arim Asrori and my beloved aunty Mbak

Sumarni who have supported me for four years while I fought to complete this

undergraduate degree, care for me and always pray for my success in my study.

6. My dear little sister Neny Sulistiawati, who has enabled me in praying for the

best for the completion of this thesis.

7. My older sister Raysha Putri Rosidi, who has supported and prayed for me as I

studied on my thesis.

8. My cousin Muhammad Ali Ramadhan, who often joins me and boosts my spirits

while I work on this thesis.

9. The big family of Mbah Arim who have helped in supporting, motivating, and

praying for me in completing my undergraduate degree education.

10. My bestie Silfa Dzukhriyah who guided me in finishing this paper graduation.

11. My beloved besties Lutfia Rahmadhanti, Nur Aeni Khamida, Urfatul

Makhsunah, Asri Nurdiana, Ummi Wahidatun Nuroniyah, and Fernanda

vi
 Wulantika who has always been a great support, a partner in happiness and

grief, a mate in discussion, and a companion in comrades in the accomplishment

of this thesis.

12. All of friend in International Class Program batch 2017 who always fighting

and praying together for our success.

13. All of my friend in batch 2017 who support, helped, and pray for me in finishing

my paper graduation.

vii
 AKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praise be to Allah SWT, the Most

Gracious and the Most Merciful who always bless and help the writer so the

writer can finish the graduating paper. Bless and mercy is upon great Prophet

Muhammad SAW for his guidance that leads the writer to the truth.

However, this paper will not be finished without support, advices, help, and

encouragement from several people and institution. Hence, the writer would

like to express special thanks to:

1. Prof. Dr. Zakiyuddin, M. Ag. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Prof. Dr. Mansur, M. Ag. as Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

3. Norwanto, M.Hum, Ph.D., as the head of English Education Department

of States Institute for Islamic Studies (IAIN) Salatiga.

4. Dra. Widyastuti, M. Pd. As counselor who has giving me education,

suggestion, advice, and recommendations of finishing this graduation

paper from the beginning until the end. Thanks for the guidance and

patience.

5. Miftachudin, M. A. as the director of the International Class Program of

State Institute for Islamic Studies (IAIN) Salatiga who has giving any

viii
 motivation, support, encouragement, advice, and suggestions for me and

friends in complete the graduating paper.

6. Makmun Santoso, M. Pd.I. As the headmaster of MA AL-MANAR who

has given me permission and helped me in doing a research in MA Al-

Manar.

7. All lectures of International Class Program and English Education

Department Program of State Institute for Islamic Studies (IAIN)

Salatiga. Thanks for the knowledge, material, teaching, support,

encouragement, advice, and suggestions for me while studying in this

college until finishing the graduating paper.

8. All of staff who helped the researcher in processing of paper

administration which utilized to complete the graduating paper.

9. Everybody who helped and guiding the researcher to complete the

graduating paper. Thanks for the support, effort, and pray so that the

researcher hope that the graduating paper will be a benefit for everyone.

Salatiga, September 28th, 2021

The Researcher

ix
 ABSTRACT

Cahyaningrum, Novi. 2021. An Analysis of Students’ Difficulties in Writing

Personal Letter for the Twelfth Grade at MA AL-MANAR Bener Kecamatan
Tengaran Kabupaten Semarang . A Graduating Paper. English Education
Department. Teacher Training and Education Faculty. State Institute for
Islamic Studies Salatiga. Counselor: Dra. Widyastuti, M. Pd.

The objective of this research is to identify the difficulties that students

experience while writing personal letters and to determine how writing personal
letters might help students improve their writing abilities. This study was conducted
out at MA AL-MANAR with the participant of 20 students from class XII social
sciences. This study utilized qualitative methods to describe a problem encountered
by students while writing personal letters.
Documents and interviews were used as data collection techniques by the
researcher. The researcher analyzed students' difficulties and discovered
information about the development of students' writing skills through personal
letters through document and interview the teacher of this material.
The researcher discovered difficulties faced by students in this study. It’s
including ideas, vocabulary, grammar, mechanics, and personal letter structure.
Besides, this study also found that writing personal letters may help students
develop ideas that they can subsequently use in other aspects. Writing a personal
letter may assist students in implementing their writing into a creation, such as
literacy, career, poetry creation, and so on. As a result, students not only face
difficulties in writing this personal letter, but also receive benefits in elaborating
their ideas.
Key words: Students’ Difficulties, Writing Ability, Personal Letter.

x
 TABLE OF CONTENTS

TITLLE............................................................................................................................... i
DECLARATION............................................................................................................... ii
ATTENTIVE COUNSELOR NOTE ............................................................................. iii
BOARD OF EXAMINERS ................................................Error! Bookmark not defined.
MOTTO ............................................................................................................................. v
DEDICATION...................................................................................................................vi
AKNOWLEDGEMENT................................................................................................. viii
ABSTRACT ....................................................................................................................... x

CHAPTER I INTRODUCTION ..................................................................................... 1

A. Background of the problem ................................................................................. 1
B. Identification of the Problem ............................................................................... 4
C. Limitation of the Problem .................................................................................... 4
D. Focus of Study ....................................................................................................... 4
E. Purpose of Study ................................................................................................... 5
F. Significant of the Research ................................................................................... 5
G. Definition of Key Terms ....................................................................................... 6
H. Research Paper Outline ........................................................................................ 7
CHAPTER II REVIEW OF THE RELATED LITERATURE .................................... 9
1. Students Difficulties .............................................................................................. 9
2. Writing ................................................................................................................. 11
a. The definition of writing ................................................................................. 11
b. The Importance of Writing ............................................................................ 12
c. Types of Writing ............................................................................................. 14
d. The Process of Writing ................................................................................... 16
3. Personal Letter .................................................................................................... 18
a. The Definition of Personal Letter .................................................................. 18
b. The Function of Personal Letter .................................................................... 20
c. The Structure of Personal Letter ................................................................... 20

xi
 d. The Example of Personal Letter .................................................................... 21
4. Previous Study of Personal Letter ..................................................................... 22
CHAPTER III RESEARCH METHODOLOGY ........................................................ 26
A. Research Design .................................................................................................. 26
B. Location and Time of Research ......................................................................... 27
C. Research Subject ................................................................................................. 27
D. The technique of Data Collection ...................................................................... 28
E. Data Analysis Technique .................................................................................... 29
F. Data Validity Technique..................................................................................... 31
CHAPTER IV RESEARCH FINDING AND DISCUSSION ..................................... 33
A. Research Findings ............................................................................................... 33
B. Discussion............................................................................................................. 47
CHAPTER V CLOSURE ............................................................................................... 54
A. Conclusion ........................................................................................................... 54
B. Suggestion ............................................................................................................ 55

xii
 LIST OF DIAGRAM, PICTURE, AND TABLES

Table 4.1 the students' difficulties in grammar ........................................... 33

Table 4.2 Percentage of Students' Difficulties in Grammar ...................... 35
Table 4.3 Students' Difficulties in Mechanics .............................................. 37
Table 4.4 Percentage of Students' Difficulties in Mechanics ..................... 39
Table 4.5 The Percentage of Students' Difficulties in Structure................ 41
Chart 4.1 The Percentage Diagram of Students' Difficulties in Writing
Personal Letter ............................................................................................... 43

xiii
 CHAPTER I

INTRODUCTION

A. Background of the problem

According to Frijuniarsi (2016:19) Learning English consists of four

aspects of skill that the students are required to master. They are listening,

speaking, reading, and writing. These four abilities are the foundation for

learning the English language, which will be valuable and applicable in

everyday situations such as learning, working, travelling, and other activities

that need the English language.

Writing is regarded as one of the most difficult language skills to acquire,

as it requires a large number of ideas and concepts. Nasita (2020:62) states that

writing is an important communication skill and has an essential role in the

second language learning process. This language skill assumed to be of great

importance to academic success since it is the commonest assessment measure

for academics to evaluate students’ cognitive.

In learning English, in accordance with the 2013 curriculum that personal

letters are included in the material that must be studied by students (Aulia,

2019:148). Study a personal letter to know its function and train how to write

it. Most students still have difficulty in producing writings in personal letters. it

is necessary to know to deal with the difficulties faced by students and take

advantage of how to write personal letters.

Students frequently struggle with deciding what to write. This also evident

when writing a personal letter, which the letter is a simple text that most people

1
can easily write. However, students occasionally struggle to express their ideas,

and the writing process as recommended by the mechanism is not always

followed correctly. As a result, when writing other text, most students have the

same experience.

On the other hand, this study also aims to improve students' abilities in

writing skills. Students can explore their written feelings through a personal

letter. A personal letter is one of several text genres types, and it is the most

basic kind of written language communication (Barton & Hall, 2000). A

personal letter is a letter written by one person to another as a means of

communication inside the family. The students can use it to establish a

relationship between the letter writer and the letter recipient. Conversations

between families and friends, good friends, school/college friends, or playmates

are ordinary in personal letters (Suryani 2014:119).

Furthermore, personal letters are frequently intended to communicate

news, maintain a social contact, and accomplish a specific discussion linked

with specific occasions (Crane, 2016). Personal letters are simple to write

because they cover light topics such as inquiring for news from distant friends,

sharing intriguing information, and so on. On the other hand, today's age is

becoming increasingly complex, and everyone may use it without difficulty,

including writing personal letters. Most students nowadays seldom write

personal letters because they tend to use technical media. Furthermore, students

will find it challenging to write a text in English; however, writing based on

2
what students want to express would be easier for them to improve their writing

skills.

Writing necessitates cognition. It involves a significant amount of time

spent thinking and reflecting on a subject. It requires that the writer analyse and

categorize any prior information. Following this difficult procedure, the authors

require a suitable language in order to communicate their thoughts in a cohesive

and logical discourse (Chakraverty & Gautum). Then, to generate outstanding

writing, students must have a variety of skills, including knowledge, grammar,

vocabulary, paragraph organization, and so on. As a result, students are

occasionally perplexed as to what they should do first in writing.

Writing is a linguistic skill that is used to communicate with others in an

indirect rather than face-to-face way (Tarigan, 1994: 3). It means that writing is

one of the other ways to communicate something through a written text that has

a purpose and main objective. This can be accomplished either directly or

indirectly. Most students are used to writing a personal letter. They frequently

share their experiences in a personal letter. Aside from that, when students are

asked to write a personal letter in English, they become perplexed about the

language.

Therefore, the researcher assumes that students have encountered some

difficulties in writing a personal letter in English. Writing necessitates such as

the expression of a thought, mechanics, grammar and writing differs from

communicating directly with others. Writing requires concentration to produce

a successful sentence, which produces into a paragraph, one of the best written.

3
 As a result, the author conducted a study titled "AN ANALYSIS OF STUDENTS

DIFFICULTIES IN WRITING PERSONAL LETTER FOR THE TWELFTH

GRADE AT MA AL-MANAR BENER KECAMATAN TENGARAN

KABUPATEN SEMARANG" to learn more about the difficulties students

encounter while writing a personal letter.

B. Identification of the Problem

Based on the previous, a proportion of students' difficulty with writing

personal letters. Vocabulary, grammar, the written text, and the student's ability

to form sentences are examples. Furthermore, students are still perplexed by the

structural components in writing personal letters, and they are still unsure how

to compose the salutation, opening, contents, and conclusion. As a result, the

researcher will analyze the elements that make it difficult for students to write

personal letters.

C. Limitation of the Problem

As previously mentioned, writing personal letters presents several

challenges. The researcher concentrated primarily on the capacity of students to

create personal letter components in this study and uncovered some aspects that

make students challenging. The researcher will conduct this research at MA Al-

Manar.

D. Focus of Study

Based on the limitation of the problem above, the focus of this study

formulated as follows:

1. What are the difficulties found in students’ personal letter?

4
 2. What the teacher’ perception about improving students’ writing skills

through a personal letter?

E. Purpose of Study

Based on the focus study this study tries to answer, the purposes of the

study are as follows:

1. To learn about the struggle’s students, encounter when writing a personal

letter.

2. To describe how to improve writing skills through a personal letter

F. Significant of the Research

This research benefit for some of the needs related to the academic

including:

1. Students

For students, it is to assist them in resolving problems with writing

personal letters and developing their English writing skills based on

their experiences.

2. Teachers

For teachers can use this study to provide information on difficulties

students have while writing personal letters. Teachers can also know the

problem and see the solution for this problem when faced in the class.

3. The Researcher

For researchers, provide references for them when they come across

comparative examples to use in this study.

5
G. Definition of Key Terms

It is necessary to clarify some of the terms below to avoid any possible

misconceptions about this study.

1. Student Difficulties

According to the Cambridge Dictionary, the difficulty is not

being easy to do or understand. It refers to a situation in which students find

it challenging to comprehend or carry out a learning task. While According

to the Oxford Dictionary, difficulties mean a problem, a thing or condition

that causes problems. Students can experience difficulties if anything

appears to be impossible or difficult to solve in the learning process.

2. Writing

According to Nunan (2003), writing is thinking to generate ideas,

thinking about how to convey those ideas in excellent writing, and putting

the ideas into a statement and paragraph. It is essential for expressing one's

ideas, thoughts, opinions, and attitudes. People may share ideas, thoughts,

and persuade and educate others via writing. As a result, to write an

excellent paper, we'll need an opinion, some information, and a statement

that can apply to the topic at hand.

3. Personal Letter

A personal letter is a sort of communication in an informal organization

that focuses on personal matters rather than professional matters. Its goal is

to improve the writer-reader relationship, convey good news, develop a

mutual sense of belonging, and represent the writers' shared interests and

6
 values. Furthermore, most personal letters take on a certain format that is

customized to the occasion and relationship between the writers (Shepherd

& Hogan, 2008). There are many different types of personal letters. Students

may write a personal letter on paper, but personal letters are increasingly

conversing on a device as technology advances. As a result, personal letters

can apply to form a bond between two individuals.

H. Research Paper Outline

This research contains five-chapter which can see in the research paper

outline.

Chapter I presents the introduction of the research. The researcher explains

several sub babes: background of the study, identification of the problem,

limitation of the problem, Research question, purpose of the study, the benefit

of the study, the definition of key terms, and research paper outline.

Chapter II presents the review of related literature. It contains a review of

associated references and reviews of some of the previous related research. It

also describes the previous information related to a student's difficulties faced

in writing a personal letter.

Chapter III presents the research method. It contains research design,

location and time of research, research subject, the technique of data collection,

data analysis technique, and data validity technique.

7
 Chapter IV contains the analysis of the data, findings, and discussion of

research. This chapter discusses the purpose of this study and answering the

research question.

Chapter V contains the closure, and it includes the conclusion of the findings

and suggestions of this research. And at the end of this research consists of the

bibliography and appendices.

8
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter contains a literature review that includes theories and concepts

linked to research. In terms of the study, it covers topics such as student difficulties,

writing, and personal letter. Literature reviews in writing include definitions,

functions of writing, and forms of writing. In comparison, the personal letter

contains the meaning, functions, structures, and examples. And at the end of this

chapter is included the previous study of a personal letter.

1. Students Difficulties

Leo (2007:3) argues that writing should be done at our leisure as a method

of conveying ideas or thoughts in language. To generate writing based on their

study experience, students must grow and grasp their information. The

difficulties faced by students are because of several factors related to the writing

process. For example, while writing a paragraph, students should arrange their

sentences, use good syntax, and avoid frequent mistakes.

Several opinions claim that writing is more difficult than other language

abilities. First, while discussing writing problems, Ericson (1999:12) proposes

writing words in corrected spelling. Then, Koutsoftas & Gray (2012:361)

discovered that students struggle with productivity, complexity, and grammar.

And According to Brown (2004:235) there are some aspects difficulties in

writing, they are organization, content, grammar, vocabulary and mechanics.

According to the assertions above, researchers conclude that writing

involves numerous factors linked to what students write and must concentrate

9
on creating effective writing. Writing also demands students' enthusiasm and

enjoyment, which makes the text simpler for them to write. Most students hate

to learn writing because learning writing is tedious and complex (Sugiyono,

2010:15). However, writing is a learning process, and students must study it

thoroughly to comprehend the structure and other elements required in the

writing process.

The aim for students at this level is to move from sentence-level writing to

cohesive, lengthier works. It necessitates the use of a wide range of abilities,

many of which will be unfamiliar to those writing in English. Where

appropriate, students should be encouraged to transfer these abilities from their

native language, such as developing and structuring ideas and preparing a

lengthier work Theresa (2005:2). In the same, According to Heong et al.

(2013:15), "the challenge of students in writing is in creating their ideas”.

Students could look for and learn to write in English using linked components.

Therefore, to deliver an idea is important before writing. An idea can get may

from the experience or knowledge of writer.

Furthermore, according to Troia (2003:77) students' challenges in

successful writing are attributable, in part, to their difficulty in executing and

managing the processes that support skilled composing, planning, and revisions

of their work. Besides, to learn English texts as a foreign language, there may

be no doubt that Indonesian student might experience difficulty in terms of

structure and context Sayukti (2018).

10
 It will indicate that students struggle with writing since they grasp some

components before generating a paper. For students who do not always detest

writing, it is a time-consuming procedure. Students enjoy writing and materials

that provide them with information and a broad perspective to write. As a result,

students must be aware of and comprehend the writing process.

2. Writing

a. The definition of writing

According to Nunan (2003:88) writing is the mental work of

inventing ideas, thinking about how to express them, and organizing them

into statements and paragraphs that will be clear to a reader. That requires

cognitive skills such as knowledge to be comprehended, retained, and put

in writing. The process takes a long time to understand completely. Writing

is necessary for students not just for their assignments but also for their life

beyond school. It's connected to their employment, how they apply in

everyday life, and when they go on to the next level of schooling.

Writing looks to be a technique for students to learn about what they

are learning. Writing down what they know helps students grasp the topic

better. If something could not be writing down in notes or a book, students

may forget what they learned about it. As a result, students must improve

their writing abilities, mainly writing English texts, to attain their writing

goals. Furthermore, writing abilities may improve when learners' interests

are recognized and they are provided six chances to practice writing on a

regular basis (Ismail, 2007).

11
 In addition, Nunan (2003:90) says, writing is a highly complex

cognitive activity in which the writer requires demonstrating control of

variables simultaneously. These include management of contents, format,

sentence structure, vocabulary, spelling, and letter formation at the sentence

level. Beyond the sentence, the writer must be able to structure and integrate

information into a cohesive and coherent paragraph and text."

b. The Importance of Writing

Writing is one of the four skills that English students must acquire.

Writing is a technique of communicating an idea in writing. Writing is

essential for everyone, and it can be utilized in a range of everyday activities

such as education, working, studying, hobbies, and so on. According to

Chappel (2011:9) Writing is necessary. It has a variety of advantages

because it assists in:

1. Show one's personality;

2. Encourage communication;

3. Improve cognitive abilities;

4. Offer reasonable and valid arguments;

5. Allow a person to subsequently reflect on and re-evaluate their

views;

6. provide and receive feedback; and

7. prepare for school and employment

According to Walsh (2010:45) writing is important since it is widely

utilized in higher education and the business. Students who do not know

12
how to express themselves in writing will find it difficult to communicate

effectively with instructors, employers, colleagues, or just about anybody

else. Proposals, memoranda, reports, applications, preliminary interviews,

e-mails, and other forms of professional communication are all part of a

college student's or successful graduate's everyday life. Furthermore,

writing is complex since it requires creating words that will be used in

phrases and paragraphs connected to the issue. If the process follows

correctly, it may result in good writing that can utilize in other contexts,

such as school or a job.

Students must employ cognitive skills when writing; they must examine

their sources and then synthesize them into a compact paper. One of the

most effective methods to get students to write is to allow them to write as

freely as possible from the start of the learning process, evoking a sense of

creativity.

Writing is an excellent approach to build their capacity to use

vocabulary and grammar and boosting students’ ability to use language.

Besides, writing is a vital tool for supplementing other skills. If the students

mastered in writing skills, they will speak and understand the material more

efficiently. Then, writing is a method of approaching current issues. It

means writing is a method of approaching both current information

technology and human understanding. Otherwise, mastering writing skills

is essential since it may help students prepare while looking for a career or

attending English classes (Alfaki, 2015:48). The researchers concluded that

13
 writing helps students learn English in the writing process and in other

contexts, such as enhancing vocabulary, learning grammar, and building

expertise.

As a result of the hypothesis mentioned above, the researcher believes

that writing is essential. There are numerous advantages to developing

students' writing abilities. It will sharpen knowledge, communication aid,

serve as preparation material for the world of work, and much more. Thus,

writing in English texts plays a critical function in developing writing

abilities and knowledge.

c. Types of Writing

Various types of writing may be pursued. Paper has a specific role based

on the topic and the goal. and the researchers will describe various types of

writing based on their functions. This may aid students with several forms

of writing and make it simpler for them to write using their expertise that is

relevant to the issue at hand. According to Chambers (2004:5-6), there are

a several types of writing based on the function, among others:

1. Writing for Information and Understanding

The act of selecting, combining, organizing, and developing ideas

obtained from oral, written, or electronically created texts to

demonstrate that authors comprehend and can use this material for a

variety of rhetorical objectives is known as informational writing.

In this context, the writer reads and comprehends what is written.

Furthermore, authors may find several texts of this type. Speeches and

14
 video presentations are examples of oral texts. Textbooks, periodicals

and newspapers, encyclopedias, science journals, and non-fiction novels

are examples of written texts. Electronic databases and online resources

are examples of electronically generated texts. Essays, summaries,

research reports, feature articles, etc. are examples of rhetorical writings.

2. Writing to Persuade

This type of writing demands the use of data to argue and support a

point. This type of writing is frequently referred to as critical analysis

writing since the writer is required not only to pick relevant material but

also to use that information to prove a point of view. Instead of just

discussing the origins of the Civil War, writers could be challenged to

persuade out reader that the Civil War was about the economics of the

southern plantation economy rather than the social issue of slavery.

3. Writing to Narrate a Story or Personal Experience

This writing style necessitates the telling of a narrative in order to

show facts, expertise, or personal experience. The same social studies

essay would require the writer to create a series of journal entries

written as a plantation owner in 1859 Georgia to demonstrate the social

and economic realities of the plantation system or to construct a

chronological narrative of a day in the life of a Confederate soldier.

4. Writing in Response to Literature

This kind of writing entails reading and analyzing a work of

literature from one of the four primary genres: poetry, prose fiction,

15
 prose non-fiction, and theater. Humans will be asked to reply to

questions regarding the reading and exhibit a literal and inferential

knowledge of the text. Inferential questions demand others to explain

the implicit meanings and various interpretations of the material in the

text, whereas literal questions ask for particular facts found directly in

the text.

d. The Process of Writing

According to Williams (2003:279), there are eight model of the

writing process, among others:

1. Prewriting

Prewriting is the process of developing ideas, methods, and

information for a specific writing assignment. Prewriting activities

occur before to beginning the first draft of a paper. Discussion,

outlining, freewriting, journaling, talk-writing, and metaphor building

are among these.

2. Planning

Planning entails reflecting on the information generated during

prewriting in order to develop and implement a strategy for achieving

the paper's goal. Planning includes thinking about the writer's rhetorical

position, rhetorical purpose, the main goal of the text, how these

variables are interconnected, and how they are linked to the material

collected during prewriting. Planning also entails selecting evidence to

16
 back up the writer's thesis and sketching out at least a basic

organizational framework.

3. Drafting

Drafting is the process of creating words on a computer or on paper

that correspond (more or less) to the basic plan for the project. Drafting

happens over time. Successful authors seldom attempt to complete a full

manuscript in a single session, or even in an one day.

4. Pausing

Pausing refers to moments when students are not writing but are

instead thinking on what they have created and how well it meets their

strategy; this generally involves reading.

5. Reading

This refers to pauses in which students read what they have written

and compare it to their plan. Reading and writing are activities that are

closely connected. Good writers are also good readers, and vice versa.

6. Revising

Revising means literally 're-seeing the text to make large-scale

changes so that text and plan match. It involves making changes that

enhance the match between plan and text.

7. Editing

Editing requires concentrating on phrase-level issues such as

punctuation, sentence length, spelling, subject-predicate agreement, and

17
 style. Editing occurs after the work has been revised. The objective is to

make the document look professional.

8. Publishing

Publishing includes distributing the final content to the target

audience. Publishing is more than just having a piece published in a

journal. It includes submitting a document to an instructor, a boss, or a

government organization.

The researcher concludes from the preceding process that the writing

process requires a set of possibilities to generate good writing. Writing is

difficult to do, from prewriting through publishing. This demands creative

writing as well as the delivery of any thoughts. The structure of the text is also

an important consideration throughout the writing process. And, most

importantly, the writing process requires some context that is relevant to the

topic that is being utilized.

2. Personal Letter

a. The Definition of Personal Letter

A personal letter is a sort of communication in an informal organization

that focuses on individual content rather than professional content. Its goal

is to improve the writer-reader relationship, share good news, foster a

mutual sense of belonging, and represent the writers' shared interests and

values. Furthermore, most personal letters have a unique format that is

customized to the situation and the writers' connection Shepher (2008:5)

18
 As based on the Senior High School Syllabus of 2013 Curriculum,

Personal Letter itself is one of the text genres that should be taught to the

students. However, a personal letter seems to be more challenging,

commonly addressed to intimates, since it needs an absence of knowledge

by both the reader and writer to be shared (Crane, 2016) cited in Mangana

(2020:166)

A personal letter that includes an informal letter. Personal letters are

typically used for personal relationships such as friends, cousins, aunts, or

those close to us. Furthermore, personal letters are written in informal

language, which is easy-going, friendly, talkative, and similar to conversing

with our friends. As a result, a personal letter is used to communicate

between two persons using basic language.

b. The Function of Personal Letter

According to Nasita et al (2020:64) the function of the personal letter

are various depends on the writer’s intentions to write the letter, for

example:

a. Expressing gratitude

b. Giving advice

c. Delivering good news or bad news

d. Asking for help

e. Expressing apologize

19
c. The Structure of Personal Letter

According to Nasita et al (2020:64) the generic structure of personal

letter among others:

1. Heading

It contains:

a. Date: this use date when the letter is written (top left)

b. Address: Place where writer writing (top right)

c. Salutation & Name: Greeting and the person's name writer writing

2. Body

It contains:

a. Introduction: The opening of the letter usually starts with 'how are

you or refers to the previous letter

b. Body: The main part of the letter. It includes what the writer wants

to write to the other person.

c. Closure: the part indicates the letter is going to end.

3. Closing

It contains:

a. Complimentary close: short expressions like "love you", "sincerely

yours", "love".

b. Signature: Signature or initials of the writer.

c. Postscripts P.S.: afterthought in a letter. The writer begins with P.S.

and ends with writer initials.

20
d. The Example of Personal Letter

The example of a personal letter according to Fiona (2006:7)

e. The Basic Competence of Letter Writing

The personal letter becomes one of the genres of text which can be

found in in the 2013 curriculum. In the curriculum, students should be able

to identify the social function of a personal letter, its generic structure,

linguistic features, and construct the text by themselves (Aulia, 2020:148).

21
3. Previous Study of Personal Letter

There have been several previous of research on the difficulties of writing

include a personal letter. first of previous research is a thesis entitled Students

Challenges in Writing Personal Letter (A Study at State Islamic Senior High

School (MAN) 1, Pidie Jaya). Written by Alfayed (English Language

Education of Ar-Raniry State Institute for Islamic Studies, Banda Aceh,

2020). In this research found a several of the challenges faced by students while

teacher giving the material of personal letter. There are two factors that is verbal

and nonverbal that makes challenges in writing a personal letter. In verbal

including students kidding, unless respond to the material, silent or not

answering question. While in nonverbal including students lack-self-

confidence, students do other assignments, students looked shy, etc. therefore,

that’s all the factor makes students less understand with the material and

struggle in writing.

second previous research is another thesis entitled The Effectiveness of

Teaching Personal Letter Text by Using a Google Docs Collaborative Writing

Activity for The Eleventh Grade Students of Man Demak. Written by Amalia

(English Language Education of Walisongo State Institute for Islamic

Studies, Semarang, 2019). The researcher has conducted a series of studies

using Google Docs to examine a personal letter. The students in this study were

in grade XI at MAN Demak during the 2018/2019 academic year. In this case,

the author believes that the teacher might teach personal letters using Google

Docs, which would pique the students' interest in using a creative medium.

22
 third, The Use of Personal Letter Material to Improve Students' Writing

Skill in Recount Text for the Tenth Grade Students of MA DARUSSALAM

WONOSEGORO in the Academic Year 2018/2019. Written by Purwasih

(English Education Department of State Institute for Islamic Studies,

Salatiga, 2018). This research discusses about the use of personal letter material

to improve in writing recount text based on students’ experiences. The

technique used CAR which found through pre-test and post-test with mean

42,16 to 58,54 in cycle I, and the mean pre-test and post-test is 64,19 to 75,69

in cycle II. It means the use of personal letter material significant to improve

the students' writing recount text.

Forth, Students’ Ability and Problems in Writing Review Text at Grade

XII SMAN 4 Kerinci. Written by Anamaryanti (Language Education

Program, State University of Padang, 2014). This research was found a

students’ problem in writing review text. Those are vocabulary, grammar,

generic structure, organizing idea, and mechanic. Three indications were

utilized to determine the causes of the students' difficulties in producing review

texts in this study. These signs were interference with the first language, target

language difficulty, and a lack of expertise of writing components.

Fifth, Students’ Difficulties in Writing EFL. Written by Fika (IKIP

Siliwangi, 2019). The aim of this study was to investigate student problems in

writing EFL. According to the findings of this study, students' lack of

vocabulary knowledge and grammar become the most challenging difficulty

during the writing process. According to the data, 77.84 percent of respondents

23
had difficulty writing due to a lack of vocabulary. The majority of participants

(75.68 percent) stated that they frequently have problems while formulating

sentences, (78.38 percent ) often made errors when writing words in English,

and (64.86 percent) also thought that their spelling was inadequate.

Sixth, An Analysis of Students’ Difficulties in Writing Descriptive Text.

Written by Ismayanti (English Education Study Program, Lamongan

Islamic University, 2020). The subject of this study is the tenth grade students

of SMAN 1 Sukodadi. This study found a several of the difficulties faced by the

students while writing a descriptive text. Those are generic structure of

descriptive text, grammar, and spelling. as for the factors that cause students

difficulties in writing descriptive text in this study, among others Lacking

proficiency in text producing skills, inadequate knowledge about the subject

matter of the script to be written, and lack of interest in learning English.

Seventh, Students’ Problem in Personal Letter Writing (a Systemic

Functional Linguistic Perspective). Written by Aulia (English Education

Department Universitas Pendidikan Indonesia, 2019). This study found a

several mistakes in personal letter writing based on linguistic perspective. While

writing a personal letter, students experienced two major difficulties. First, one

component of interpersonal functions of language, namely subject and finite,

was eliminated, resulting in incomplete phrases and sentences that did not fully

express the meaning. Second, students frequently used the same word to refer

to mental processes on experiencing meta function, resulting in self-centered

personal communications.

24
 Thus, numerous items and causes were discovered from earlier research

related to students' challenges in writing, including personal letters. Some of the

challenges include difficulty in generating effective writing. It is clear from the

concept, grammar, structure, and spelling. What differentiates this study is the

discovery of how personal letters may be used to enhance students' writing

abilities based on their experiences.

25
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

In this study, the researcher used descriptive qualitative analysis. According

to Taylor (1993) cited in Arifin (2011:5), qualitative research gathers

descriptive data from individuals and observed behaviour in written or spoken

words.

According to Denzin and Lincoln (1994) cited in Arifin (2011:5), qualitative

research entails the compilation and use of various empirical data by, among

other things, case studies, personal experiences, introspection, curriculum vitae,

interviews, observations, historical, interactional, and visual texts: identifying

every day and troublesome moments, as well as their context in individual and

collective existence.

Bodgan & Biklen, S. (1992; 21-22) defined qualitative research as a

research technique that generates descriptive data in speech or writing, and the

behavior of the individuals studied. The method utilized to interface the

research results depend on the problem and the techniques employed in the

study.

Pupu (2009) states that there are five forms of qualitative research: (1)

biography; (2) phenomenology; (3) grounded theory; (4) ethnography; and (5)

case study. In this study, the researcher would do a case study, identify student

difficulties, acquire relevant sources, and perform an in-depth study to discover

student concerns.

26
 As a result of the previous definition, the researcher concludes that

qualitative research is a study that produces descriptive findings in the form of

written or spoken words. This study may employ various data collection

methods, including interviews, questionnaires, documentation, observation, etc.

This study also includes a variety of formats from which researchers can select

based on their needs.

Aside from that, the researcher in this study collected data from primary

sources. According to Umi Narimawati (2008), Primary data comes from the

start or first. While, according to other experts, primary data is data obtained

with field surveys using all methods of original data collection (Kuncoro, 2003).

The researcher concludes that primary data is data obtained from a direct

informant by the study and utilizing various research techniques.

B. Location and Time of Research

The location of this research is MA Al-Manar in Jl. Pd. Almanar, Krajan

Satu, Bener, Kec. Tengaran, Kota Salatiga, Jawa Tengah 50775. The time of

research is from August 16th to September 15th, 2021.

C. Research Subject

The subject of this research is students of grade XII at MA Al-Manar. There

are 47 students of grade XII from social and religion class. From all of the

students of grade XII, 50% of the students was taken by the researcher.

Therefore, the participant of this study are 20 students from grade XII of sosial

science. The data analysis got from the assignment of writing a personal letter

27
 and got the the information related to this problem from the teacher of English

Language.

D. The technique of Data Collection

Data collection techniques allow the researcher to systematically collect

information about their object of study (people, things, phenomena) and about

the setting they occur (Lawal:2013). It includes data gathering procedures and

tools used by researchers to get study results.

The researcher in this study utilized several techniques to collect data,

including:

1. Documents (Letter writing)

The researcher may gather qualitative documents during the study

process. These may be public records (such as newspapers, meeting

minutes, or official reports) or private documents (e.g., personal journals

and diaries, letters, e-mails) (Cresswell, in Luz 2006). This study may use a

confidential document in the form of students’ writing paper from the

assignment of writing a personal letter that the teacher has given. Then, after

the documents was collected, the researcher can analyze and enables a

researcher to obtain the language and words of participants. (Cresswell, in

Luz 2006).

2. Interviews

According to (G. Morgan, R. Harmon:2001), Interviews are a series of

questions presented orally by an interviewer and are usually responded to

orally by the participant. Two main types of interviews are telephone and

28
 face to face. (Morgan, 2001). In his study, the researcher used face-to-face

interviews. It can vary from a highly structured, oral questionner with close-

ended answers to in-depth interviews, preferred by qualitative research.

(Morgan, 2001).

In this study, the researcher conducted some of the questions to

interview the English language teacher of MA Al-Manar. The researcher

would ask several questions to get the information based on this problem

research. This approach may utilize to discover the answers to this study's

questions.

Researcher made several stages in collecting data, there are:

1. After the teacher giving material of personal letter, the researcher

asked the teacher to give the assignment for students in the form of

making personal letter on sheet of paper.

2. The letter that has been made will be collected to the teacher and

will be analysed by the researcher.

3. After the documents are collected, the researcher will conduct an

interview with the English teacher regarding the problem in this

study.

4. After all the data has been collected, the researcher is ready to carry

out data analysis of research instrument.

E. Data Analysis Technique

Attride-Stirling (2001) classified the qualitative analysis method into three

major stages: text reduction, text exploration, and inquiry integration. In this

29
 step, the researcher will be collecting all of the data collection and compare it

to be the final result in this study.

In addition, there are three primary components of qualitative data analysis.

That is data reduction, data presentation, and drawing and verifying

conclusions. (Miles and Huberman, 1994, p. 12 in Punch, 2009, p. 174). A

researcher utilizes this technical analysis data to determine the outcome of this

research from the obtained data.

1. Data Reduction

Goetz and LeCompte (1994) described the conceptual basis for

reducing and condensing data in an ongoing style as the study progresses.

These procedures involve looking for patterns, links, and relationships. The

qualitative researcher engages in speculation while looking for meaning in

data; this will lead the researcher to make new observations, conduct new

interviews, and look more deeply for new patterns in this recursive process.

When decreasing data, the researcher started to analysis of the

document. The form of the documents are personal letter text which written

by the students. the researcher checked the writings one by one and checking

writing mistakes of the letter. The researcher also writing the result of

interview. From that, the researcher analyzes of the difficulties faced by the

students while writing personal letter.

2. Data Display

The researcher presents the data after had reduced it. In the data display,

the researcher will arrange systematically from the data that has been

30
 collected in the form of tables, chat diagrams, and narrations. The researcher

will classify the difficulties faced by the students when writing personal

letter. It is useful for the researcher to show the answer of research question

in this study. Therefore, The objective of repeated and iterative data displays

is to provide information about the research's current status and build the

basis for further analysis.

3. Drawing and Verifying Conclusions

This step logically follows after the first two steps; however, possible

conclusions can also be drawn vaguely in earlier stages of the analysis and

sharpened throughout the whole process. When all data is analyzed,

decisions can mark as propositions to be verified (Punch, 2009, p. 174- 175).

In this stage, the researcher draws conclusions from the result of

documents and interviews that have been grouped. After finding the

difficulties faced by the students, the researcher will make a conclusion

narrative based on the results of data analysis. Thus, from the data that has

been collected, it is possible to find answers to the problems in this study.

F. Data Validity Technique

Qualitative validity means that the researcher checks for the accuracy

of the findings by employing specific procedures (Gibbs, 2007). Fact is one

of the strengths of qualitative research. It bases on determining whether the

results are accurate from the researcher's standpoint, the participant, or the

readers of an account (Cresweell & Miller, 2000). Data validity in this

31
research is needed for the data collection's accuracy to be collected and

processed in data analysis.

In this procedure, the researcher selects and discusses one or more

techniques that are accessible to assess the correctness of the findings.

Examine evidence from the sources and use it to construct a cohesive

rationale for themes. If articles are created based on the convergence of

many data sources or participant views, the research could add to the study's

validity.

By comparing similar theories and studies, the researcher can ensure

correctness. Consequently, the findings of this study may be the result of

fresh discoveries about the difficulties that students encounter while writing

personal letters.

32
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter contains research findings and discussion from the data collection.

The research found the answer to the research question in this study. The researcher

found the students' difficulties while writing a personal letter and how a personal

letter text can improve writing skills.

A. Research Findings

1. Student's Difficulty in Writing a Personal Letter

In this study, the researcher found several mistakes in students' written

text of a personal letter. Twenty students are writing a personal letter text

by the instruction of a teacher. Then, the assignment is collected by the

teacher and analyzed by the researcher. The researcher made several

mistakes, including grammar, mechanism, and part of a personal letter. The

data is presented below:

a. Grammar

The researcher found grammar mistakes from the letter that students

wrote. part of grammar include:

No. Grammar Example

1. Pronoun - The my new house (The new house

- happy about we (our) plan.

- I miss you, me (my) best friend

33
 2. To be - I hope you (are) fine

- I (am) really waiting your arrival.

3. Article - A moment again is (a) holiday

- only (a) few days left

4. Negative Verb - You not forget (did not forget) your

promise.

- I hope you not (do not) forget me too

5. Preposition - waiting (for) your arrival.

- good luck on (with) your quick

return.

- (For) a very long time

- traveling with you (to) various cities

6. Determiner - the work has been going well for you

at (the) office.

- A moment again is (a) holiday

7. Improper ending - See you in Jakarta on the 21th (21st )

- see you back in Seoul on the 22th

(22nd)

Table 4.1 the students' difficulties in grammar

Table 4.1 shows several grammar mistakes in writing a personal

letter. Students feel difficult how to write between the word and miss

several writing components based on the grammar.

34
 In calculating the frequency of each grammar mistake, it was

employed the formula by Sudjana (1990) as follows:

P = F / N 100%

It means:

P = The percentage of students' difficulties in writing a personal

letter

F = The number of students who have difficulty

N = The number of totals the students in writing a personal letter

Based on table 4.1, the researcher accumulated the percentage of

students' difficulties in grammar in table 4.2. For students who have

errors will be given a mark (√)

Artic Negati Deter Improper SUM

No Name Pronoun To be Preposition
le ve verb miner ending (%)

1. KFA √ - - - - - - √

2. AK - - - - - - - -

3. AS - - - - - - - -

4. NSH √ √ √ - √ √ - √

5. W - - - - - - √ √

6. AR - - √ √ √ - - √

7. RL - - √ √ √ - - √

8. AIM - - √ - - √ - √

9. HLR - - - - √ - √ √

35
10. E - - - - √ - - √

11. DC - √ - √ - √ - √

12. GRD - - - - - - √ √

13. WUN - - - - - - √ √

14. MFP - - - - - - - -

15. AF - - - - - - √ √

16. KI √ - √ - √ - - √

17. A √ - - - - - √ √

18. JRM √ - - - - - - √

19. INR - - - - - - -

20 DA - - - - - - - -

SUM (%) 25 10 25 15 30 15 30 75

Table 4.2 Percentage of Students' Difficulties in Grammar

Table 4.2 above shows the percentage of students' difficulties in

grammar while writing a personal letter. The problems in grammar

include miss in pronoun, to be, article, negative verb, preposition,

determiner, and improper ending.

b. Mechanics

Based on the written personal letter of twenty students, the

researcher found many mistakes in writing in each word or vocabulary.

In this part, the researcher categorized the mechanic into four:

capitalization, spelling words, punctuation, and conventions. Then, the

example of mechanics mistakes below shown in table 4.3

36
No Mechanics The Examples

1. Capitalization - mom's (Mom's) been making

- I am sending this Letter (Letter) to….

- Since you moved to jetaksari (Jetaksari)

- Vacation at jogja (Jogja)

- after you moved to palembang

(Palembang)

- Since i (I) saw you

- The cutest little café in jakarta (Jakarta)

- See you back in seoul (Seoul)

- are (Are) you okay?

- do (Do) you miss me?

- hello (Hello), my friend

2. Spelling word - I started living independently with out

(without) my family

- Winer contes (winner contest)

- Walking participally (participially) all-day

- The cutes tittle (little) café

- Makking sore (making sure)

- Don't niss (miss) one sight

- I will Bougt (Bought)

37
 - Full of vehides (vehicles) passing by

- You to promise wiil (will) invite me

- We haven't seen each other for abaut

(about) 6 years

3. Punctuation - So far (,) we've seen

- You also seldom come to my home after you

moved to Purwodadi (.) I hope you do not

forget me too.

- I hope you are fine (.) A moment again is a

holiday

- Well (,) and good luck on your quick return.

- super busy here (,) and everyone

- I caught a glimpse (glimpse) of Liberty (,) but

we're going to go

- For a very long time (,) we are

- Yesterday I was very (,) very happy

- I live in Semarang with my mum, dad (,) and

elder brother.

4. Conventions - We have 2 (two) cats

- We haven't seen each other for abaut (about) 6

(six) years

Table 4.3 Students' Difficulties in Mechanics

38
 Table 4.3 shows the examples of several mistakes in writing mechanics

from students' writing. Many students have difficulty composing the word

clearly and do not separate between clauses with (.) or (,).

Based on table 4.3, the researcher accumulated the percentage of

students' difficulties in mechanics writing in table 4.4. For students who

have errors will be given a mark (√)

Spelling
No Name Capitalization Punctuation Conventions Sum
word

1. KFA - √ - - √

2. AK - √ √ - √

3. AS √ √ √ - √

4. NSH √ √ - - √

5. W √ - √ - √

6. AR √ - √ - √

7. RL √ √ √ - √

8. AIM √ √ - - √

9. HLR √ √ √ - √

10. E √ √ - - √

11. DC √ √ - - √

12. GRD √ √ √ - √

13. WUN √ √ √ - √

14. MFP - √ - - √

15. AF √ - √ - √

39
 16. KI √ √ √ - √

17. A √ √ - - √

18. JRM - - √ - √

19. INR √ √ √ √ √

20 DA √ √ √ √ √

Sum
80 80 65 10 100
(100%)

Table 4.4 Percentage of Students' Difficulties in Mechanics

Table 4.4 above shows the percentage of students' difficulties in

mechanics while writing a personal letter. There are many students still

unclear in writing text correctly. In mechanics, students are still missing

in spelling words, capitalization, and correct punctuation.

c. Structure

The researcher found several missing parts in structure and context from the

students' written personal letter text. Some of the students still used the same

context with the example without delivering their idea. Also, there is some part

do not write in the structure. Then, the measure of some personal letter text

written by the students are:

Ahmad Jordy
New York

14 December 2018
Hi Kevin
How are you friend? I hope you're well. I'm hear you winner contest. I'm
glad to hear. Congratulations Kevin.
Best Friend
Jordy

40
 Wildan Aufan
1765 Orange street
April, 15th 2020
Hi, Sophie
I'm writing this from the cutest little café in Sydney. I feel like I'm on friends!
mum's been making sure we don't miss one sight the whole city. So we've been
walking practically all day. I caught a glimpse of the Statue of Liberty, but we're
going to go and see it properly tomorrow.
Hello my best friend, how are you there? hope you are fine. I am sending
this letter to invite your holiday next week. A very long time we are to met cause,
I should follow my dad moved work. I really miss you my bestie. I have plan
traveling with you various cities like this on the way. So happy about we plan to
let you know later. See you again, my best friend.

Tengaran
th
20 August 2021
Dear Fadly
It has been a long time since I saw you. I am just waiting for my holidays
to get over and meet you soon. I hope the work has been going well for you at
office.
There are only few days left in my holiday and archer that's back to work.
I've bought lots of stuff for you.

Yours sincerely
Ahmad Imam M

Some of the examples of writing above are shown missing in corresponding

parts of personal letters. The researcher categorized the form of a personal letter

into heading, body, and closing. Find out the percentage of students' difficulties in

the structure can be seen in table 4.5. The mark (√) indicates if the student has

written the section, and (X) indicates if the student has not reported the section.

41
 Sum
No. Name Heading Body Closing
(100%)

1. KFA √ √ √ √

2. AK √ √ √ √

3. AS √ √ √ √

4. NSH X √ √ X

5. W √ √ √ √

6. AR √ √ √ √

7. RL √ √ √ √

8. AIM √ √ X X

9. HLR √ √ √ √

10. E √ √ √ √

11. DC √ √ √ √

12. GRD √ √ X X

13. WUN √ √ X X

14. MFP √ √ √ √

15. AF √ √ √ √

16. KI X √ X X

17. A √ √ √ √

18. JRM √ √ √ √

19. INR √ √ √ √

20 DA √ √ X X

42
 SUM (100%) 10 0 25 30

Table 4.5 The Percentage of Students' Difficulties in Structure

Table 4.5 above shows the percentage of students' difficulties in the

structure of personal letter text. Several students still miss in writing a part

of the structure of the letter. Students may miss a part of the structure in a

personal letter.

Therefore, from the students' written text document, the researcher

found several difficulties the students face. From each table percentage

above, the researcher gathered into the percentage diagram below:

Students' Difficulties in Writing Personal Letter

120%

100%

80%

60%

40%

20%

0%
Grammar Mechanics Structure

Chart 4.1 The Percentage Diagram of Students' Difficulties in Writing

Personal Letter

43
2. Improve Writing Skills through a Personal Letter

The researcher used the interview technique to learn about

developing students' writing skills through a personal letter related to the

data collection technique. In this following, there are three questions related

to how students can improve their writing skills through a personal letter:

a. According to you, does writing a personal letter improve the students'

writing skills? If so, in what things that's?

"Actually, very helpful. Because of benefits, personal letters are not just

learning in academic English language, but also how we can learn to add

friends, add relatives, and even add relationships. So from there, the

student experience will be more, especially when it relates to the writing.

They are starting with this personal letter to develop skills in writing

subsequent letters, both formal and non-formal. It is fundamental for

students. I'm sure they will find it easier to develop when asked to write

a loan letter, a permit letter, or maybe a semi-official letter. The semi-

formal may be a job application letter and maybe letters related to other

agencies. It will be beneficial. So if the students are happy, maybe they

can make any letter related to the needed. The vocabulary also needs to

be adjusted. If the personal letter is not formal, then if the students want

to make a letter, only change what the needed. It's possible that when

students write personal letters, they have many ideas, especially for

friends. It can usually be a means to vent, to find solutions to problems.

Maybe a personal letter will also help to share experiences and look for

44
 new experiences from yesterday. Then the insight will also be wider

with the more friends, relations that they contact."

b. What is your opinion when there are students who are always interested

and accustomed to writing this personal letter, will it affect their ability

to write English texts later? If so, in what way will it act?

"When there are interested students, it becomes the basis for further

developing their writing skills. Because from there, they can develop

their writing skills in other fields. For example, because often told

stories in letters, the student finally had an idea how they wrote the story

in the form of a short story. Then, maybe the story or experience was

developed again in dialogue to become a scriptwriter in the future. Or

maybe it will develop again apart from the stories that he often tells in

personal letters, and they have an idea how this story might be made in

different packaging in the form of poetry, as an expression of their

feelings. So maybe they started with writing feelings in the form of

poetry, then sent it to friends, and collected it, eventually becoming an

anthology of poetry. So from short stories, the stories made both from

the own experience and then changed the characters made pseudonyms

like that,t eventually became short stories. Because when finally from

letters one, two, three, they were collected into a collection of short

stories, then maybe apart from short stories, because the story was a bit

long, finally a novel was made. So that it will greatly open up

opportunities for students to be more interested in writing, both literary

45
 and non-literary, then when they write a story or writes a letter related

to knowledge, they were interested in reading references. Finally, they

want to research. Further, they do research. It started with story ideas

that they shared with their friends through personal letters. Then maybe

he often finds problems from his friends, then they give solutions trying

to help and finally gives tricks, keeps practicing, then makes tutorials on

videos, puts it in as a Youtuber, Creates channel contents. That's pretty

good, especially now that IT is overgrowing. So the story that started

from a personal letter he told, he visualized with the characters that

ended up being a video film. So, this personal letter is fundamental to

help students' abilities. It is limited to English material, but students will

have broader insight and experience in the future. Not to mention when

he might share tricks on how to write a letter, then record it, video it and

finally upload it on his youtube channel so that it becomes a learning

medium for others. I think this personal letter is small, but its meaning

is extraordinary if we think long-term. Students can certainly take time

and process. Nothing is impossible because of adequate facilities. Yes,

maybe not now, maybe later in the future or maybe when students have

graduated or maybe when they are already in the situation of work or

education. Or maybe even become a teacher themself."

c. How do you develop students' writing skills through writing this

personal letter?

46
 "Developing means that students already have basic provisions. For the

first, we give examples according to the theme. Secondly, if it is by the

theme, we will develop the existing themes. Then, from the existing

examples, students are faced with various exercises that may fill in the

gap letters. The letters that are still missing are then asked to determine

the ideas. After that, the students were asked to make a framework. Then

collect vocabulary, only from there students are asked to assemble it in

a sentence and arrange it into a letter. Then the series of exercises were

made as interesting as possible. Maybe with games or quizzes so that

students are more challenged and happier. One more thing is the reward

for students, as an expression of concern and gratitude because they

have carried out the process of learning personal letters well and

maximally according to their abilities".

B. Discussion

In this study, the researcher used a theory of Brown (2004) which states that

some aspects of difficulties in writing are organization, content, grammar,

vocabulary, and mechanics. Based on the finding above, the researcher found

the challenges in writing a personal letter faced by the students of MA AL-

MANAR. Some of them are still confused about how to write and compose the

letter correctly. Many students are incomplete in writing personal letters, such

as grammar, mechanics, and structure.

1. Students' Difficulties in Writing Personal Letter

47
 The researcher found several difficulties in writing. Those are grammar,

mechanics, and structure of the personal letter. This difficulty is seen from

the written of students who make a personal letter.

First, there are many students with difficulty with grammar. Table 4.2

shows the percentages who have a problem writing correct grammar. 25%

of students are missing in using pronouns and articles. 10% of students are

not correct in writing to be. 15% less precise in the use of negative verbs

and determiners. And 30% missing in writing prepositions and wrong in

writing improper endings. Therefore, the researcher accumulates from

twenty students, and there are 75% of students facing difficulties in

grammar while writing a personal letter.

Second, the difficulties faced by the students are mechanics in writing.

Table 4.4 of the percentage shows that 80% of students are unclear in

writing capitalization and correctness in spelling words. 65% of students are

missing punctuation between clauses. 10% of students are not evident in

writing conventions. As a result, the researcher accumulates that 100% of

students face mechanics difficulties while writing a personal letter.

And third, students are challenged in the structure of the personal

letters. The researcher found this related to missing the opening, which

includes an address. In closing, there is no writer, and sometimes the letter

contains just the content, and there is no opening and closing. Table 4.6 of

the percentage can be seen 10% students are missing part in the heading.

48
25% of students are missing part in conclusion. As a result, the researcher

accumulated that 30% of students face a difficulty writing the structure of

the personal letters.

From the difficulties faced by the students of MA AL-MANAR, can be

seen from each the percentage which the researcher concludes 75% of

students are challenging in grammar, 100% students are challenging in

mechanics, and 30% of students are challenging in structure while writing

a personal letter. The percentage diagram can see it in chart 4.1. so that the

researcher accumulates that the most difficulties students face in writing

personal letters are mechanics, followed by grammar and structure.

Besides analyzing the document, the researcher also interviewed the

English language teacher to know the difficulty. Here, the teacher's answers

related to the difficulties faced by the students.

" The first is difficult to come up with ideas. The second is the

vocabulary used. The third is arranging word. And the last is miss writing

in part of Letter." (Siti Zulaikha)

From the answers above, other things of the difficulties faced by the

students while writing a personal letter create an idea, find the related

vocabulary with the theme, arranging each word to be a good sentence, and

missing part of personal letter (this include in structure of personal letter).

Therefore, from the finding of the document and interview in students'

difficulties while writing personal letters, the researcher concludes that

49
 creating an idea, using a vocabulary that related, grammar, mechanics, and

part of personal letter becomes the difficulty the students face while writing

a personal letter text.

2. Improving Writing Skills through a Personal Letter

In this study, the researcher used the interview to find information

related to how a personal letter can be a way to improve students writing

skills. From three questions related to the problem, a personal letter can

improve students writing a personal letter.

Writing a personal letter can improve students writing ability. It's not

only in education but also in other things. Here are the answers of the

teacher:

" Personal letters are not just learning English, but also how we can

learn to add friends, add relatives, and even add relationships. starting with

this personal letter as a basis to be able to develop skills in writing

subsequent letters, both formal and non-formal." (Siti Zulaikha)

Based on the first finding of the interview, the teacher explains that a

personal letter can be basic written in writing. Suppose the students are

interested in writing a personal letter. In that case, the students can make

other letters such as an application job letter, loan letter, permit letter, etc.,

which vocabulary only adjust. The personal letter also can be a way for

students to sharing students experience, that related to add a relation with

other.

50
 In the second finding of the interview, the teacher explains that a

personal letter can be a modal in writing skills. The answer is below:

" When there are interested students, it becomes the basis for further

developing their writing skills. Because from there, they can develop their

writing skills in other fields."

According to Carter et al. (2002, cited in Fika et al. 2019), writing is

essential for career and personal life because others will judge our thinking

ability. Based on the teacher's explanation above, the personal letter can help

the students in other fields. A personal letter can be a way to create an idea.

For example, from writing a personal letter, students can develop their

stories to be short stories, dialogue, novels, scriptwriters, etc.

On the other hand, a personal letter also can help the students in

finding their career. For example, students like to tell the story through a

personal letter to their friends. Students give the solution, tricks and

compose it into a video, and then it can be uploaded to the channel youtube,

then become a Youtuber. Or maybe the students like to tell any story to their

friends in an extended context. Then, they make a character, situation, etc.,

for filming then become a film director. It started with story ideas that they

shared with their friends through personal letters.

Therefore, from the second interview, the researcher concludes that a

personal letter can tell the story to other friends or siblings. It can develop

to be a career or other literacy.

51
 The third finding of the interview explains how the teacher improves

students writing skills through a personal letter. Based on the interview

above, the teacher is taking some steps to develop student's writing skills

through personal letters. First, the teacher gives examples of personal letters

related to the theme. Second, from the illustrations that have been given, the

teacher provides the exercise to the students, it can in the form of practice

writing blank letters. Third, the teacher asks the students to define ideas.

Fourth, after getting an idea, students can arrange the structure of the

personal letter, collect the related vocabularies, and organize it into the

sentences and paragraphs of a personal letter. And the last, the teacher does

not forget to reward students because the students have done writing a

personal letter in a good way.

As a result, from the third interview that related to how the personal

letter can be as a way in improving writing skills, the researcher makes

several points of the benefit of writing a personal letter to improve writing

skills, that's are:

a. Writing a personal letter can be a basic form to write another letter

b. Writing a personal letter can add any relation both between friends,

siblings, instantiation, etc.

c. Writing a personal letter can train in writing the other subject. It

related to the literacy or non-literacy

d. Writing a personal letter can help the students to find any ideas

through the stories that explained to another friend

52
e. Writing a personal letter can train in writing based on own

experience

f. Writing a personal letter can increase a vocabulary based on the

theme or ideas

g. Writing a personal letter can improve in arranging sentences based

on the experience

h. Writing a personal letter can let to the career, it started from the

stories in a personal letter

Therefore, in writing personal letters, students are faced with

academic and can improve and extensive other knowledge both in

writing or literacy. It can also make students interested in writing a

personal letter and train them to write English texts according to their

experiences.

53
 CHAPTER V

CLOSURE

This chapter presents the conclusions derived from the data collecting

findings. Furthermore, this chapter includes suggestions for teachers and

students. This research may be utilized as a reference for them to the problem

entitled "An Analysis of Students' Difficulties in Writing Personal Letter at MA

AL-MANAR".

A. Conclusion

Based on the findings that have been analyzed in this study, there

are difficulties faced by students when writing personal letters. Those are

creating an idea, using related vocabulary, grammar, mechanics, and part of

a personal letter.

Making an idea means that many students are reporting the same

context based on the example given. In the writing process, mechanics is a

major challenge that students encounter while writing personal letters.

100% of students have problems with mechanic writing, 75% of students

have difficulty with grammar, and 30% of students have difficulty writing

part of a personal letter. As a result, most XII Social Science class students

struggle with creating ideas and writing mechanics when writing personal

letters.

Besides the difficulties faced by the students in writing a personal

letter, there are the benefit of writing and it might assist students in

improving their writing abilities. Writing personal letters can help students

54
 learn how to write English texts based on their experiences while also

paying attention to proper writing mechanics.

Furthermore, creating a personal letter is the basis of writing.

Writing personal letters may also help students develop ideas that they can

subsequently use in other aspects, such as literacy, careers, formal or

informal letters, etc. It is based on what students write in personal letters

and has been developed into things that might help students improve their

writing abilities.

B. Suggestion

1. For Teacher

It is preferable for teachers who teach this material to prepare and

thoroughly know the problems students will face when they receive the

subject material of a personal letter. The teacher's involvement is essential

for students, particularly in motivating them to study this personal letter

material to develop their ideas in a personal letter. Furthermore, teachers

must pay close attention to the process of writing the appropriate personal

letter. It aims to minimize the difficulties that students experience. It can

assist students in the process of writing personal letters by giving simple

examples.

2. For Students

Personal letters are material that students may efficiently study. Students

must first be interested in the material before they would learn it. From that,

students can generate their ideas based on the stories in this personal letter.

55
Students must also practice writing English texts and searching for

keywords related to the theme of personal letters. Furthermore, students

must pay attention to proper technical writing by practicing consistently and

extending their ideas so that what is written in a personal letter may be used

in other subjects.

56
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APPENDICES
2. Document of Students’ Writing of Personal Letter
3. The Interview Questions

Category Questions

1. In your opinion, are there any challenges in

giving the material of a personal letter? If
there is, what is it?
(Apakah menurut ibu ada tantangan dalam
memberikan materi personal letter? Jika
ada Apa saja?)
2. According to you, what the difficulties faced
by students when writing a personal letter?
(Menurut ibu, kesulitan apa saja yang biasa
dihadapi siswa Ketika ditugaskan untuk
menulis personal letter?)
3. Do you think that vocabulary is a foundation
in writing a personal letter? As a teacher,
how if you found the students do not master
The Difficulties
vocabulary in writing a personal letter?
(Apakah menurut ibu vocabulary itu
merupakan sebuah pondasi dalam menulis
teks personal letter, bagaimana peran ibu
sebagai guru jika ada siswa yang tidak
menguasai vocabulary dalam menulis
personal letter ini?)
4. How about your argument about grammar or
arranging words done by students in writing
a personal letter? Does it need to be
attending? Why?
(Bagaimana pendapat ibu mengenai
grammar atau penyusunan kata yang
dilakukan siswa dalam menulis personal
 letter ini, apakah itu perlu
diperhatikan?mengapa?)
5. Based on you, what things must be attended
with the students when writing a personal
letter?
(Menurut ibu, hal-hal apa saja yang harus
diperhatikan siswa Ketika menulis personal
letter ini?)
6. What is your solution for the students who
faced the difficulties in writing a personal
letter?
(Apa solusi ibu untuk siswa yang kesulitan
dalam menulis personal letter ini?)
7. What do you think about the positive and
negative sides of technological
developments that can affect students when
writing this personal letter text? For
example, do students who are not used to
writing English texts take texts from the
internet or something similar?
(Bagaimana pendapat ibu terkait sisi positif
dan negative dari perkembangan teknologi
yang dapat mempengaruhi siswa Ketika
ditugaskan untuk menulis teks personal
letter ini? Misalnya siswa yang tidak
terbiasa menulis teks berbahasa inggris itu
mengambil teks dari internet atau
semacamnya?
 8. According to you, is writing a personal letter
can improve the students' writing skills? If
so, in what things that's?
(Menurut ibu, apakah dengan menulis
personal letter ini akan membantu siswa
dalam mengembangkan kemampuan
menulis? Jika iya dalam hal apa?)
9. What is your opinion when there are
students who are always interested and
accustomed to writing this personal letter,
will it affect their ability to write English
Improving Writing
texts later? If so, in what way will it act?
Skills Through (Bagaimana pendapat ibu Ketika ada siswa
yang selalu tertarik dan terbiasa dalam
Personal Letter
menulis personal letter ini, apakah itu akan
berpengaruh pada kemampuan menulis teks
berbahasa inggris nanti nya? Jika iya akan
berpengaruh dalam hal apa?)
10. How do you develop students' w riting skills
through writing this personal letter?
(Bagaimana cara ibu mengembangkan
kemampuan menulis siswa melalui menulis
personal letter ini?)
4. The Answers of Interview

Students Difficulties in Writing Personal Letter

Novi : Apakah menurut ibu ada tantangan dalam memberikan

materi personal letter? Jika ada Apa saja?

Siti Zulaikha : Kalo tantangan sih, jadi yang pertama itu satu, tingkat
motivasi anak untuk belajar itu memang rendah. Yang
kedua, dari segi pengalaman siswa berkaitan dengan
personal letter selama ini mungkin yang didapat dari maple
Bahasa inggris tu hanya mungkin kurang dari 50 persen. Dari
pembelajaran tingkat sebelumnya. Kadang pengalaman
menulis surat bahsa inggris, baik dari Mts/SMP itu kayaknya
agak kurang. Kemudian tingkat pemahaman siswa dari siswa
yang kebetulan kondisi geografisnya kurang, kemudian
kurang mendukung maksud saya. Kemudian latar belakang
siswa itu yang kebetulan mungkin mereka notaband
keluarganya itu pada sibuk, jadi ya mungkin kesempatan
belajarnya itu kurang dimanfaatkan secara maksimal.
Mungkin dari segi ekonomi, mereka mungkin untuk
membeli berbagai fasilitas yang mendukung belajar Bahasa
inggris itu juga kurang, sehingga mungkn Ketika anak ada
yang pertama mungkin karena perhatian yang kurang, kalua
mungkin perhatian orangtua itu cukup mungkin, terus dari
segi ekonomi ada, kok anak saya di sekolah itu dari segi
kemampuan dan prestasinya dirasa kurang kan mungkin
diikutkan bimbel/ les privat. Cumin karena kesibukan
orangtua, juga kondisi ekonomi, sehingga kesadaran anak
untuk bisa lebih belajar banyak tentang Bahasa inggris itu
berkurang juga.
Novi : Menurut ibu, kesulitan apa saja yang biasa dihadapi siswa
Ketika ditugaskan untuk menulis personal letter?
Siti Zulaikha : Yang pertama kesulitan untuk mencari ide. Yang kedua
kosakata yang digunakan, karena mereka bingung untuk
menggabung-gabungkan kata. Terus menggabugkan kata
mungkin, merangkai menjadi sebuah kalimat itu mereka
agak kesulitan. Terus mungkin hal-hal kecil yang sering
terlupa itu mungkin ada bagian dari bagian-bagian surat yang
mereka juga gak ditulis. Ada bagian-bagian yang mungkin
sepertinya kecil, sepele, remeh, Cuma keika itu tidak tertulis
itu akan jadi berubah semuanya. Kecil tapi bermakna. Itu
yang sering mereka lupakan itu disitu.
Novi : Apakah menurut ibu vocabulary itu merupakan sebuah
pondasi dalam menulis teks personal letter, bagaimana
peran ibu sebagai guru jika ada siswa yang tidak menguasai
vocabulary dalam menulis personal letter ini?

Siti Zulaikha : Jadi yang Namanya surat itu kan isinya rangkaian kata,
karena rangkaian kata itu berarti kan harus paham dulu kata
apa saja yang ingin dimasukkan dalam kalimat. Ketika
mereka tidak bisa untuk Menyusun kata, maka itu jadi
kendala besar. Sehingga vocabulary itu berperan sebenarnya.
Untuk mengurangi kesulitan mereka yang pertama biasanya
ada beberapa kosakata itu di resume/ringkas, kira-kira
biasanya kata apa saja yang digunakan dalam surat pribadi
berdasarkan mungkin tema rekreaksi, kangen sahabat. Jadi
kita kelompokkan kosakata-kosakata tersebut di ambil kata-
kata kuncinya saja. Yang pertama secara umum, yang kedua
berdasarkan tema. Selanjutnya anak Kembali lagi harus lebih
sering membuka kamus. Karena mereka juga untuk
membuka apk di android terbatas, malah tidak bsa karena
gab oleh bawa hp. Sehingga satu-satunya alat yang harus
 digunakan kamus. Selain itu juga sering menggunakan tebak
kata, quiz, cuman Kembali lagi yang Namanya kosakata
dalam Bahasa inggris itu kan banyak,. Yang intnya
sebenarnya sudah, namun yang nama nya anak, prosesnya ga
secepat yang kita bayangkan.

Novi : Bagaimana pendapat ibu mengenai grammar atau

penyusunan kata yang dilakukan siswa dalam menulis
personal letter ini, apakah itu perlu diperhatikan?mengapa?

Siti Zulaikha : Kalau grammar, itu sebenarnya nomer 2. Tapi tetap

diperhatikan. Karena yang pertama itu kita punya ide dulu.
Punya ide, tahu kosakata, kita nulis. Kalua yang jadi andalan
itu grammar, maka ketakutan dan rasa takut salah terutama
itu akhirnya menghalangi inspirasi kita untuk nulis.
Sehingga yang penting kita punya ide dulu,tahu
kosakatanya, nulis, baru setelah itu kita focus di grammar.
Apalagi sekarang sudah jaman IT, untuk ngecek grammar itu
kan bagi yang sudah tau computer itu kan ada berbagai apk
itu sangat mendukung. Jadi yang penting mereka tau
bagaimana Menyusun kalimat secara umum. Baru setelah itu
mereka menyesuaikan ide dengan kosakata. Setelah
kosakata baru mereka menyesuaikan dengan grammar.
Karna kalua anak-anak hanya ditekankan di grammar,
mereka terus males. Lebih sering seperti itu. Sehingga ada
anak-anak yang nulis I’m pake nya a ema atau you is itu ada.
Karena ya Kembali lagi mungkin pengetahuan grammar itu
karena di nomer 2 kan akhirnya yang terjadi seperti itu. Tapi
kalua tidak diperhatikan, grammar juga akan merubah
makna. Yang sebenarnya mau bercerita besok saya akan ke
rumahmu, akhirnya malah kemarin aku ke rumahmu. Itu
pengaruh grammar juga.
Novi : Menurut ibu, hal-hal apa saja yang harus diperhatikan
siswa Ketika menulis personal letter ini?

Siti Zulaikha : Yang pertama yang perlu diperhatiikan adalah, satu fungsi.
Jadi dia menulis surat itu tujuannya untuk apa. Yang kedua
bagian-bagiannya/struktur nya itu ada apa saja. ketiga isi,
kontennya apa.

Novi : Apa solusi ibu untuk siswa yang kesulitan dalam menulis
personal letter ini?

Siti Zulaikha : Solusinya Ketika ada anak yang mengalami kesulitan yang
pertama ditanya dulu, kesulitannya apa menurut mereka.
Selanjutnya diberikan bimbingan, bimbingan dari segi
motivasi, kemudian dari segi contoh mungkin Ketika mereka
membutuhkan ide, kemudian dari segi penulisan kata Ketika
mereka merasa bingung. Intinya tergantung kesulitannya
anak itu dimana. Mungkin dari segi diksi nya, berarti milih
kata nya. Dari segi vocab nya berarti kita bagaimana ngajari
anak minimal motivasi anak untuk menguasai kosakata.
Kemudian setelah anak itu mencoba, Ketika sudah mencoba
baru kita evaluasi, dari situ kita kasih masukan. Ngasih
masukan dan saran.

Novi : Bagaimana pendapat ibu terkait sisi positif dan negative

dari perkembangan teknologi yang dapat mempengaruhi
siswa Ketika ditugaskan untuk menulis teks personal letter
ini? Misalnya siswa yang tidak terbiasa menulis teks
berbahasa inggris itu mengambil teks dari internet atau
semacamnya?

Siti Zulaikha : Sisi positif dan negatif dari teknologi ya. Sisi positif nya
teknologi dalam pembelajaran itu sebenarnya bisa lebih
mempermudah anak memahami materi yang diajarkan. Ada
 berbagai media, ada berbagai sumber, ada berbagai fasilitas
yang menarik anak untuk bisa memahami materi tersebut.
Cuman kasusnya disini media yang bisa di gunakan, fasilitas
di sekolah itu sangat terbatas. Untuk teknologi itu sangat
terbatas sehingga anak untuk mengakses secara mandiri itu
sangat kurang. Malah kurang sekali. kalo dampak negatifnya
sejauh ini anak Ketika diminta untuk mengakses materi dari
internet itu 5 menit digunakan materi, yang 10 menit itu
untuk srempet-srempet dan melipir ke yang lain. Itu yang
terjadi seperti itu. Sehingga memang bener-bener butuh
pengawasan dan Batasan waktu. Sehingga mereka bisa
benar-benar memanfaatkan fasilitas teknologi yang ada
dengan maksimal dan benar-benar untuk menambah
pengetahuan mereka.

Improving Writing Skills Through Personal Letter

Novi : Menurut ibu, apakah dengan menulis personal letter ini

akan membantu siswa dalam mengembangkan kemampuan
menulis? Jika iya dalam hal apa?

Siti Zulaikha : Sebenarnya sangat membantu. Karena dilihat dari segi

manfaat itu, personal letter gak hanya sekedar belajar Bahasa
inggris, Tapi juga bagaimana kita bisa belajar untuk
menambah teman, menambah saudara, bahkan menambah
relasi. Sehingga dari situ pengalaman siswa itu akan lebih
banyak. Apalagi kaitannya dengan writing. Jadi berawal
personal letter ini sebagai dasar untuk bisa mengembangkan
kemampuan dalam menulis surat-surat seterusnya, baik itu
formal maupun non formal. Jadi ini basic sekali. kalua sudah
tertarik di personal letter, saya yakin mereka akan lebih
mudah mengembangkan Ketika mungkin diminta untuk
menulis surat peminjaman, atau mungkin surat izin, atau
 mungkin surat setengah resmi, itu surat. Kalo tadi kan
meminjam tempat, itukan resmi. Yang stengah resmi
mungkin surat lamar pekerjaan, dan mungkin surat-surat
yang berkaitan dengan instansi – instansi lain itu akan sangat
membantu. Jadi kalua sudah seneng, insyaAllah surat
apapun bisa. Karena tinggal nambah-nambah. Kosakatanya
juga tinggal menyesuaikan, kalo personal letter itu tidak
resmi, nanti tinggal merubah resmi nya seperti apa gitu.
Terus mungkin Ketika dia menulis personal letter itu kan
idenya banyak apalagi kepada teman. Itu biasanya bisa jadi
sarana juga untuk curhat, bisa mencari penyelesaian
masalah. Mungkin personal letter juga membantu untuk
sharing-sharing pengalaman, juga mencari pengalaman baru
juga dari kemaren yang di dapat. Terus wawasan itu juga
akan semakiin luas dengan semakin banyaknya teman,
relasi, yang dia hubungi.

Novi : Bagaimana pendapat ibu Ketika ada siswa yang selalu

tertarik dan terbiasa dalam menulis personal letter ini,
apakah itu akan berpengaruh pada kemampuan menulis teks
berbahasa inggris nanti nya? Jika iya akan berpengaruh
dalam hal apa?

Siti Zulaikha : Ketika ada anak yang tertarik, itu menjadi modal dasar
untuk siswa lebih mengembangkan skill writing nya. Karena
dari situ dia bisa mengembangkan skill writing nya di bidang
yang lain. Misalnya karena dia sering cerita dalam surat terus
akhirnya dia punya ide bagaimana cerita itu saya tulis dalam
bentuk cerpen. Terus mungkin cerita atau pengalaman yang
di alami itu dikembangkan lagi dalam bentuk dialog.
Sehingga dia kedepannya bisa jadi penulis naskah. Atau
mungkin berkembang lagi selain dari cerita yang sering dia
utarakan di personal letter, dia punya ide bagaimana kalo
mungkin cerita ini di buat dalam kemasan yang beda, ini
dalam bentuk puisi, sebagai ungkapan perasaannya.
Sehingga mungkin berawal dari dia nulis perasaan dalam
bentuk puisi, kemudian di kirimkan kepada teman, terus
dikumpulkan, akhirnya jadi antologi puisi. Jadi dari cerpen-
cerpen, cerita-cerita yang dia buat baik dari pengalaman
sendiri kemudian di rubah tokohnya, dibuat nama samaran
seperti itu akhirnya jadi cerpen. Karena Ketika trus akhirnya
dari surat satu, dua, tiga, dikumpulkan jadi kumpulan cerpen.
Kemudian mungkin selain cerpen juga karena ceritanya agak
panjang-panjang akhirnya dibuatlah sebuah novel. Sehingga
itu akan sangat membuka peluang siswa untuk lebih tertarik
di writing, baik itu sastra maunpun nonsastra. Kemudian
Ketika dia nulis cerita atau nulis surat yang berkaitan dengan
pengetahuan, lalu dia tertarik untuk membaca referensi-
referensi akhirnya dia pengen meneliti lebih lanjut, dia buat
penelitian. Berawal dari ide-ide cerita yang dia ceritakan ke
temannya melalui personal letter. Terus mungkin dia sering
menemukan masalah dari temannya, kemudian dia
memberikan solusi mencoba membantu terus akhirnya dia
memberikan trik-trik, terus dia praktekkan, kemudian dia
bua tutorial di video masukkan jadi youtuber. Buat isi
channel. Itu lumayan sekali apalagi saat ini IT sudah
berkembang pesat. Jadi cerita itu yang berawal dari personal
letter dia ceritakan, dia visualisasikan dengan tokoh-tokoh
yang ada akhirnya jadi sebuah video, video film. Sehingga
personal letter ini sangat basic dan sangat penting membantu
sekali kemampuan siswa. Tidak hanya sebatas materi Bahasa
inggris saja, tapi nanti ke depannya itu anak punya wawasan
dan pengalaman yang lebih luas. Belum lagi Ketika dia
 mungkin berbagi trik bagaimana cara menulis surat,
kemudian dia rekam, dia videokan dan pada akhirnya dia
upload di channel youtub nya. Sehingga menjadi media
pembelajaran bagi yang lain. Kayaknya personal letter ini
hal yang kecil, Cuma makna nya sungguh luar biasa kalo kita
bisa berfikir Panjang. Anak pasti bisa Cuma butuh waktu dan
proses. Tidak ada yang tidak mungkin karena fasilitas yang
memadai. Ya mungkin ga sekarang, mungkin nanti
kedepannya atau mungkin Ketika anak sudah lulus atau
mungkin Ketika anak sudah berkecimpung di dunia kerja di
dunia Pendidikan. Atau bahkan mungkin jadi guru sendiri.

Novi : Bagaimana cara ibu mengembangkan kemampuan menulis

siswa melalui menulis personal letter ini?

Siti Zulaikha : Mengembangkan berarti anak-anak sudah punya bekal

dasar ya. Untuk yang pertama kita berikan contoh-contoh
sesuai dengan tema, yang kedua kalua sudah sesuai tema,
kita kembangkan tema – tema yang ada. Kemudian dari
contoh-contoh yang sudah ada, anak dihadapkan dengan
berbagai Latihan mungkin mengisi surat rumpang. Surat-
surat yang masih rumpang itu. Kemudian dari situ anak
diminta untuk menentukan ide-ide. Setelah itu kira-kira anak
diminta untuk Menyusun kerangka. Lalu mengumpulkan
kosakata, baru dari situ anak diminta untuk merangkainya
dalam sebuah kalimat dan di susun menjadi sebuah surat.
Kemudian rangkaian Latihan itu dibuat semenarik mungkin,
mungkin dengan game atau quiz. Sehingga anak lebih
tertantang dan senang. Satu hal lagi reward bagi anak,
sebagai ungkapan perhatian dan ucapan terimakasih karena
mereka sudah melakukan proses dalam belajar personal
letter itu dengan baik dan maksimal sesuai dengan
kemampuan mereka.
 Documentation of Research
No. Kegiatan Keterangan
1. Survey dan
Perizinan
Penelitian

2. Diskusi
3. Interview
 CURRICULUM VITAE

Name : Novi Cahyaningrum

Address : Perum BIP Blok ND.03/NO.03 RT. 14/RW.4 Ds.

Wanakerta Kec. Bungursari Kab. Purwakarta Prov.
Jawa Barat

Place & Date of Birth : Purwakarta, 17th November 1998

Gender : Female

Phone Number : 083816722481

Email : novicahyaningrum0@gmail.com

Education History :

1. TKIT IKM BIP Purwakarta

2. SDIT Kharisma Darussalam, graduate in 2011
3. SMPIT Kharisma Darussalam, graduate in 2014
4. MA Al-Ahliyah Bakanmaja Karawang, graduate in 2017
5. IAIN Salatiga, 2017 now