Improving the Ability to Write Personal Letters Using the Reward Method at MA Mathla'ul Anwar Pontianak

Abstract

Aisha Rafira, 2025. "Improving the Ability to Write Personal Letters Using the Reward Method at MA Mathla'ul Anwar Academic Year 2024/2025". Thesis (S1) Study Program Tadris English (TBI). Faculty of Tarbiyah and Teacher Training (FTIK). State Islamic Institute (IAIN). This classroom action research aims to improve the ability to write personal letters in class XI MA Mathla'ul Anwar Pontianak students through the application of the reward method. Writing a personal letter is not only a linguistic skill, but also a means of interpersonal communication that requires creativity, emotional expression, and structured thinking. However, initial observations show that students often experience difficulties in organizing ideas, choosing the right vocabulary, and conveying personal messages effectively. These obstacles were exacerbated by students' low motivation and engagement in conventional lecture-based learning. This research was conducted in two cycles, each consisting of four stages: planning, implementation, observation and reflection. Each cycle involved group-based learning activities, student-centered personal letter writing tasks, and rewards in the form of praise, points, and small gifts to increase student enthusiasm and participation. The results showed a significant improvement in students' personal letter writing skills, especially in terms of letter structure, creativity, grammatical accuracy, and group cooperation. In Cycle I, most students were still in the adaptation stage, with only one group reaching the good category. However, in Cycle II, after adjusting the learning strategy and giving rewards, all groups showed higher engagement and improvement in content development, vocabulary use, and final presentation. These findings suggest that the reward method is effective in improving students' writing competence and motivation, especially when applied consistently and combined with collaborative learning.