BUSINESS LETTER WRITING SKILLS IMPROVED LEARNING THROUGH THE INQUIRY METHOD IN THE ADMINISTRATION OFFICE OF EDUCATION STUDENTS FACULTY OF ECONOMIC UNESA 1Siti Sri Wulandari sitiwulandari@unesa.ac.id ABSTRACT This study aims to improve and implement business letter writing skills learning in the education of students of economic faculty administrative offices Unesa using inquiry methods. This research is a classroom action research. The subjects were students of educational administrative offices, 2014. generation research data collection methods used are observation, documentation, and test writing business letters. Data analysis technique used is descriptive qualitative analysis techniques to analyze the results of observations using inquiry methods in learning to write business letters and quantitative descriptive for analyzing test results to write a business letter. The results of the observation method of inquiry can improve the performance of teachers in the first cycle aspects 7 and 9 aspect on the second cycle. There was an increase in the activities of the average student in a business letter writing skills in the first cycle of 6.95 in the second cycle of 8:50 Students are more active in asking, willing to report and respond to the group's work on its own initiative, as well as more attention and concentration in learning. Improved student learning outcomes educational administrative offices Unesa economics faculty in business letter writing skills achieved through two cycles. In the first cycle of evaluation results achieve mastery 62.5%, while in the second cycle of evaluation results by 90% achieve mastery. So increased 27.5% from the previous cycle. Keywords: writing, business letters, method of inquiry I. INTRODUCTION Language has a central role in the development of intellectual, social and emotional development of learners and support the success in The work that all courses. Learning the language is expected to help students know themselves, their culture, and the culture of other people, ideas and feelings, participate in the community who use the language, and find and use analytical and imaginative upon ability that was in him. Writing is a skill that requires a good command of the language. Writing as speaking, a productive and expressive skills. The difference, wrote a not-to-face communication, while talking is a face to face communication. Writing skills are closely related to reading. The more students read, tend to become fluent writing. According to Tarin (2008: 21) also mentions, writing is lowered or symbols depicting a graph depicting a language which is understood a person, so that others can read and understand the symbol of the graph. Writing is a representation of a part of the units expression language. In the event the unit lecture on Indonesian correspondence courses the semester, mandates that students are able to review and provide an understanding of the role of Indonesian correspondence that adjust with the business development and applicable curriculum at school. Ethics corresponded in Indonesian as well as the understanding of the function of business documents in Indonesian. Writing skills is emphasized to the students to prepare students to become a powerful businessman who not only print product but also be able to market their products to the general public. Such capabilities must be supported by clear business letter writing skills. According to Heni Subagyo (2007: 1) letter is a communication tool that uses written language very closely with human life. Letter writing is a communication tool that is useful to convey information from one party to another. Such information may include notices, announcements, statements, requests, queries, reports and so on. Purwanto (2008: 2) mentions a business letter is a letter that is used by a person, institution organization, or institution to convey beam-business message in writing to the other party using a specific media. The medium may include delivery by mail, facsimile, mobile phone (cell phone) or via the virtual (internet). The basic purpose of a business letter is to motivate the reader to take a specific action. Based on the opinion of Asrori Muhammad (2007: 15) on the innovation aspect of learning, teachers need to have the desire to constantly change, develop, and improve their teaching style to be able to produce a model of learning in accordance with the demands of the class. This study departs from the reality of teachers' activities, the process is very open for teachers to formulate their own problems, examine itself applied in its class. Learning to write a business letter with an alternative method of inquiry in order to facilitate and support the students in improving the skills of writing a business letter. According to E. Mulyasa (2008: 235) method of inquiry is how to realize what had happened. This teaching and learning systems require learners to think. This method puts students in situations involving them in intellectual activity, and process learning experience into something meaningful. After understanding the true business writing activities with the inquiry method, students will be able to apply themselves according to their ability, students will feel happy and easy to convey information through a business letter. Based on the above researchers interested in conducting action research on improving business letter writing skills with a method of inquiry on student education office administration forces the second semester 2014 academic year 2015-2016, while the cause is a lack of student knows the steps to write a business letter. II. PROBLEM FORMULA AND RESEARCH OBJECTIVES a. Problem Formula Based on the above problems, the formulation of the problem as follows: 1) How does the application of learning to write a business letter to the method of inquiry on student education office administration? 2) How does learning to write a business letter to the method of inquiry on the results of student learning education office administration? b. Research Purposes The purpose of this study was largely as follows: 1) describes efforts to improve the ability to write a business letter using the inquiry method in force office administration education students in 2014 2) improve learning outcomes writing business letters using the inquiry method in force office administration education students in 2014 III. Research Methods 1) Types of Research and Research Approach. This study uses classroom action research. The goal is to correct deficiencies in the classroom, that is by performing certain actions in order to improve and enhance the quality of teaching, so that the learning objectives expected to be achieved. The approach used in this study are contextual approach is the method of inquiry. 2) The subject and object of study. The subjects in this study were students of educational administrative offices 40. Implementation Force in 2014 a number of studies in the second semester of the academic year 2015-2016. Observers research is lecturer of Indonesian correspondence courses. Objects in this study is the whole process and the learning outcomes Indonesian correspondence through the method of inquiry. 3) Data Collection Methods. a) Methods of Observation. Observation techniques used to obtain data about the performance of faculty and student activities during the teaching of writing a business letter. Used observation sheets faculty performance and student activities. According to Hamdani and Dodi (2008: 38) observation that an every effort to record all the events and activities that occurred during the corrective action takes place with or without tools. The most important thing is recorded on this occasion is the level of interpretation involved in the recording of observation results. b) Interview Interview techniques used to obtain data regarding the problems faced by lecturers as well as the cause factor in planning, implementation, and reflecting the results of learning, especially learning to write a business letter. c) Test Mechanical tests were used to obtain information about the increase in business letter writing skills with his method of inquiry and student results. 4) Data Analysis Techniques. According to Suwandi (2010: 61) data analysis techniques are used to analyze the data that has been collected among others by using a comparative descriptive and critical analysis techniques. Techniques used comparative descriptive qualitative data analysis, data obtained categorized and classified Based on the analysis of the logical connection then interpreted and presented in the overall actual and systematic problems and research activities, for quantitative data, bycomparing the results at the end of the cycle. 5) Research Procedures This study was designed to be implemented in two cycles of Cycle I and Cycle II. The stages of planning and implementation of both the cycle in principle is the same, as the opinion of Kemmis and Mc Taggart (1988) that the cycle consists of a) planning (Planning), b) action (Acting), c) observation (Observing), and d) reflection (reflecting). a. Planning (Planning) Researchers devise action based research purposes as described above. Some instruments were prepared namely Events Unit Class (SAP), textbooks, worksheets for students, observation sheets, teaching media in the form of an example of a business letter. b. Implementation Measures (Acting) The main activities in classroom action research on this first cycle stages can be described as follows: Introduction activity, Main Activity and Closing Activities. Preliminary activities include prayer, presence, providing motivation and apersepsi as well as an explanation of the learning objectives related business letter writing Basic Competencies to be achieved. c. Observations (Observing) During the implementation phase of the action, the researchers conducted observations of the activities of the students' activities during the move in groups and tasks in accordance with the drawings that have been received. Observations were made using instruments suchas observation sheet that has been prepared. d. Reflection (Reflecting) Field sheets observation instruments (observation sheet) learning activities carefully reviewed. Input and constructive criticism of lecturers observer followed up for improvement and enhancement of learning activities in the next cycle. Interview informally on several students during recess also be a significant input for further improvement of the learning activities. Student learning outcomes in the form of worksheets (foolscap stripes) studied more in depth in this stage. Learning outcomes presented in tabular form to be more communicative. In the Learning Achievement Indicators tables includes elements that will be assessed on the writings of each student that isis completeness, appropriateness of content, systematics, the use of spelling and punctuation. To analyze the results of the assessment given by the observer on the ability of faculty to manage learning by calculating the average score ratings by two observers using interval score of 1 and 0, with the provisions of the following criteria: Answer Yes = score 1 Answer No = score 0 Formula Value = Total score X 100 maximum score The criteria for judgment as follows; A = 86-100 (very good) B = 71-85 (good) C = 60-70 (enough) D = ≤ 60 (less) Studies were also conducted on aspects of the learning process that takes place that has been recorded in the results of observation of student activities. To analyze the results of the assessment given by the observer on the activities of students in managing learning by calculating the average score ratings by two observers using the interval score 1, score 2 and score 3, provided the following criteria: 1. Score one category less 2. Score 2 category enough 3. Score 3 categories either Formula Value = Total score X 100 maximum score The criteria for judgment as follows; A = 86-100 (very good) B = 71-85 (good) C = 60-70 (enough) D = less than 60 (less) From the reflection on student learning outcomes and the results of observations and interviews to students, we can determine the next step in the learning activities the next, so that more optimal teaching and learning activities and deliver students to the achievement of competence basically. Four steps above are not only performed at the first cycle, but also implemented in Cycle II. The result of the reflection of the first cycle is the basis for the implementation of the second cycle, especially the stages of planning and action. In the second cycle do better action, that deficiencies which occurred in the first cycle is not repeated in the second cycle. IV. RESULTS AND DISCUSSION 1) RESULTS a) The results of the application of learning to write a business letter to the method of inquiry on student education office administration cycle I and cycle II. Table 4.1 Performance Lecturer Number Aspects observed first cycle second cycle 1 Condition the student √ √ 2 Conducting apersepsi √ √ 3 Delivering the topics and learning objectives ─ √ 4 Requires a sample letter ─ √ 5 Motivating students to find ideas √ √ 6 Conduct learning according to the steps that have been prepared √ √ 7 Guiding student activities √ √ 8 Give awards to students who are enterprising ─ ─ 9 Good relations with students √ √ 10 Conduct a question and answer with students √ √ Total 7 9 Percentage (%) 70 90 Criteria Value enough good Based on Table 4.1 it can be concluded that the activity of faculty based on observations on the first cycle showed 70%. The amount is derived from an assessment of the implementation of the 10 component indicators of learning activities by using the method of inquiry. Based on the success criteria, then the value of 70% on the activity of the lecturers in the first cycle can be categorized enough. In the implementation of learning in the first cycle there are three indicators that should be corrected in the activity of lecturers who have not been implemented. That is the topic deliver activities and learning objectives, requires a sample letter and give awards to students who are enterprising. Deficiencies in the activity of a lecturer in cycle I is expected to be fixed in a cycle of activities to II. In the second cycle lecturer activity based on observations of two observers showed 90%. The amount is derived from an assessment of the 10 components of the implementation of learning activities by using the method of inquiry. In the second cycle of activity faculty had been repaired through the reflection of the second cycle that is on topic and conveyed activity learning objectives, require the sample letter. While the reward enterprising students who still have not been implemented. On the implementation of the second cycle of learning is increased compared to the first cycle of three component indicators that have yet to be done to increase to one component in the indicator is an indicator to reward enterprising students who have not been implemented. Thus the activity of the lecturers in the second cycle can be categorized as very good value at 10 components of the indicator with the success rate of 90% or learning very successfully. b) Average yield student activity cycle I and cycle II Table 4.2 Student Activities No Name Aspects assessed Cycle I Total skor value Aspects assessed Cycle 2 Total skor value activeness attention performance activeness attention performance 1 SRI ARDIANA 3 3 2 8 89 3 3 3 9 100 2 RETNO ENDAH 3 3 2 8 89 3 3 3 9 100 3 SHINTA DEWI 2 3 3 8 89 2 3 3 8 89 4 NIKEN DYAH 3 2 2 7 78 3 2 3 8 89 5 AYU PUJI 3 2 2 7 78 3 2 3 8 89 6 NOVAL 3 2 3 8 89 3 2 3 8 89 7 ANANG 3 2 2 7 78 3 2 3 8 89 8 DERIL ROSYID 3 2 2 7 78 3 2 3 8 89 9 RIKA SUSANTI 2 2 2 6 67 2 3 3 8 89 10 ELZA 2 3 3 8 89 2 3 3 8 89 11 EVA NURUS 2 3 2 7 78 2 3 3 8 89 12 NINDY SASKIA 2 3 2 7 78 2 3 3 8 89 13 ARDITA 3 3 3 9 100 3 3 3 9 100 14 DANA E. 3 3 2 8 89 3 3 3 9 100 15 AGUS K. 3 2 2 7 78 3 3 3 9 100 16 FARID S. 2 2 2 6 67 2 3 3 8 89 17 NUR IMANIA 2 2 2 6 67 2 3 3 8 89 18 ARIANA S. 2 2 2 6 67 2 3 3 8 89 19 LESTARI NUR 3 3 2 8 89 3 3 3 9 100 20 INGGIT F. 2 3 2 7 78 2 3 3 8 89 21 KARTIKA 2 3 2 7 78 3 3 3 9 100 22 RAHMA INDA 2 2 2 6 67 3 3 3 9 100 23 DEVI ROSANTI 2 2 2 6 67 3 3 3 9 100 24 ERICK W. 1 2 2 5 56 3 3 3 9 100 25 ULFIANA E. 3 3 2 8 89 3 3 2 8 89 26 MEIDA S. 2 3 2 7 78 3 3 3 9 100 27 NUR AFIYAH 2 2 2 6 67 3 2 3 8 89 28 WAHYUDI 2 2 2 6 67 3 3 3 9 100 29 DIAH BUNGA 2 2 2 6 67 3 3 3 9 100 30 YUANA SRI 2 3 2 7 78 3 3 3 9 100 31 NOVA ISNANI 2 3 2 7 78 3 3 3 9 100 32 SYEHIFAN 3 3 3 9 100 3 3 3 9 100 33 SOFIA IKA 3 3 2 8 89 3 2 3 8 89 34 UCI CHURRI 2 2 2 6 67 3 3 3 9 100 35 SITI NURUL 2 2 2 6 67 3 2 3 8 89 36 NURUL A. 2 2 2 6 67 2 2 3 7 78 37 SISKA Y. 2 3 2 7 78 3 3 3 9 100 38 ZAKKY SAIFUL 2 3 2 7 78 3 3 3 9 100 39 ULFA HARRY 2 3 2 7 78 3 3 3 9 100 40 ANYELIR 2 2 2 6 67 3 3 3 9 100 Total first cycle 278 3089 Total second cycle 340 3777.778 Average cycle I 6.95 77.2 Average cycle II 8.5 94.4444 Category value Good Kategori Nilai Very good Based on data from observation sheet in table 4.2 average engagement of students in the first cycle of 6.95 with the category of good value and the second cycle the average student activity increased by 8:50 with the category of very good value. c) Results of learning to write a business letter to the method of inquiry on student learning outcomes office administration education cycle I and cycle II. Table 4.3 Individual completeness and classical cycle Student The value of post test The average value Information Cycle 1 Cycle 2 1 75 100 87.5 Complete 2 70 90 80 Complete 3 50 85 67.5 complete 4 70 85 77.5 Complete 5 70 100 85 Complete 6 75 90 82.5 Complete 7 50 60 55 incomplete 8 75 90 82.5 Complete 9 60 85 72.5 Complete 10 60 90 75 Complete 11 70 100 85 Complete 12 60 100 80 Complete 13 60 80 70 Complete 14 55 85 70 Complete 15 55 60 57.5 incomplete 16 65 80 72.5 Complete 17 55 100 77.5 Complete 18 55 60 57.5 Incomplete 19 75 85 80 Complete 20 60 95 77.5 Complete 21 60 95 77.5 Complete 22 70 100 85 Complete 23 60 80 70 Complete 24 70 100 85 Complete 25 60 80 70 Complete 26 60 90 75 Complete 27 55 90 72.5 Complete 28 50 60 55 incomplete 29 55 95 75 Complete 30 60 90 75 Complete 31 60 100 80 Complete 32 55 85 70 Complete 33 60 95 77.5 Complete 34 70 85 77.5 Complete 35 55 90 72.5 Complete 36 60 90 75 Complete 37 60 90 75 Complete 38 50 100 75 Complete 39 65 95 80 Complete 40 65 95 80 Complete Classical Completeness Rata-rata 61.63 88.125 74.88 Complete Ketuntasan (%) 62.5 90 Results of the analysis of individual completeness and classical at posttest each cycle, ie cycle I and II. Based on Table 4.3 it can be seen the results of the analysis of individual completeness and classical at posttest each cycle I and II. With the provisions of the students said to be completed individually when reaching a minimum completeness criteria or above a minimum completeness criteria, namely 65.00. While classically, said lessons completed when ≥ 75% of students. Completeness of individuals with an average percentage reached 90%, which means that there are 4 students can be categorized incomplete after learning posttest, each, as many as 25 students in the first cycle and as many as 4 students in the second cycle. While the classical completeness per cycle is the first cycle of 62.5%, 90% second cycle. Of the learning process also found that application of learning models based issues have a significant impact on student learning outcome. 2) DISCUSSION a) The results of the application of learning to write a business letter to the method of inquiry on student education office administration cycle I and cycle II. In the first cycle management faculty in applying methods of inquiry quite enough. However, there are three indicators that should be corrected in the activity of the lecturers are delivering the topics and learning objectives, requires a sample letter, and guiding student activities Give awards to students who are enterprising. In the event the preliminary delivering the topics lecturers had yet to inform the students in activities introduction as well as requires a sample letter lecturers directly explain the material business letter no sample letter, and the next indicator is giving awards to students who are keen not done because the lecturers at the end of learning only reviewing the material that has been described. Students do not understand what has been described teachers about the learning objectives to solve problems that have been and develop as a lecturer less use of media learning materials associated with business letters only speak so students little gain knowledge about the problem of business letters, so that students are less interaction in learning. Of these three flaws, the faculty of reflection on the second cycle. On the other hand, the stage of the most dominant activity of faculty in this research is to guide student activities. So the students into orderly and do the problems themselves when undergoing post-test assessment. Personnel management in applying methods of inquiry in the second cycle can be considered good. Due to the preliminary stage has been handled well by the lecturer to explain beforehand pemeblajaran purpose and use learning media in the form of sample business letters within the company. The aim is to explore the horizons of students and their experiences in teaching and learning in the classroom. And proved students are motivated to learn and skilled in writing business letters, troubleshoot and evaluate the matter of the case given by the lecturer and if there is material that is poorly understood by the students, they dared to ask if there are things that are less understandable in the case of exercise questions. This is a sign that there was an increase from the first cycle to the second cycle. Reflections are made on the first cycle that faculty must submit the topics and learning objectives, using the medium of learning. Last drawback is granting awards to students who have not been implemented vigorously. This proves that the results of this study support the theory of Based on the opinion of Asrori Muhammad (2007: 15) on the innovation aspect of learning, teachers need to have the desire to constantly change, develop, and improve Reviews their teaching style to be Able to produce a models of learning in accordance with the demands of the class. This study departs from the reality of teachers' activities, the process is very open for teachers to formulate Reviews their own problems, examine itself applied in its class. Learning to write a business letter with an alternative method of inquiry in order to Facilitate and support the students in improving the skills of writing a business letter. b) Average yield student activity cycle I and cycle II The discussion in the classroom action research is based on observations of student activity capability, followed by reflection activity or activities to restate the learning activities that have been implemented. Based on the results of the study in the first cycle and the second cycle showed that learning Indonesian correspondence to the basic competence to write a business letter by applying the method of inquiry has increased in terms of student activity, namely the activity, attention and performance. The results of the research in applying methods of inquiry have a positive impact on student activities. It is evident that the average activity of students in the first cycle of 6.95 included in either category. In the second cycle the average student activity increased by 8:50 categorized as very good. c) Results of learning to write a business letter to the method of inquiry on student learning outcomes office administration education cycle I and cycle II. On learning of correspondence Indonesian the activities the first cycle, the second cycle increased learning outcomes. Results of the study gained an average of classical completeness student learning outcomes in the first cycle 62,5% included in the category enough and there are 25 students from 40 students. In the second cycle was also an increase in average yield of 90% classical completeness study was included in the very good and there are 4 students from 40 students. Based on action research that has been done can be seen that the use of inquiry learning methode is the right methode of learning in the implementation of correspondence Indonesia at the basic competence to write letter bussiness it can improve student learning outcomes, seen in the presentation of research results where there is a difference Among the results of the first cycle and the second cycle. Based on research conducted from the first cycle to the second cycle, the implementation of the study also experienced limitations or shortcomings, namely the lack of a conducive conditioning classes, this was due to the relatively large number of students, so that the classroom atmosphere can sometimes less well conditioned. In addition, the impact of time constraints caused not all representatives of the group can present the results of their discussion.Thus, this study supports the theory of Suryosubroto (1997: 77) mastery learning can be seen as a group or individually. as a group, learning completeness has reached at least 75% of the students in the group in question has met the completeness criteria studied individually. Individually, completeness otherwise have been met if someone (students) have achieved the minimum mastery level that has been set for each unit of the material being studied. V. CONCLUSION Based on the results of learning and discussion that has been presented in the previous chapter can be concluded as follows: 1. Application of inquiry learning methods in an effort to improve business letter writing skills in office administration student generation the 2014 academic year 2014-2015 performed two cycles, each cycle performed one meetings, each cycle consists of four phases: planning , execution, observation, and reflection. Learning the methods of inquiry done by assigning the task of writing a business letter in the first cycle and the second cycle. 2. Application of inquiry learning methods can enhance the skills of writing a business letter, the performance of faculty, student activities, and student success in business letter writing. An increase in average student activities office administration education in teaching writing business letters with the method of inquiry on each cycle. Such improvements can be seen from the observation of student activity from the first cycle to the second cycle, the value of the average student activity 6.95 in the first cycle, and 8.5 in the second cycle. Such improvements can be seen from the achievement of student learning outcomes. Results of study on the first cycle reached 62.5% and the second cycle increased by 90% from 27.5 the previous cycle. DAFTAR PUSTAKA Asra and Sumiati.2007. Learning methods. Bandung: PT discourse Prima Asrori Muhammad.2008. Action Research Kelas.Bandung: Discourse PT Prima Djoko Purwanto.2008. Business correspondence Modern.Surakarta. PT Gelora Literacy Primary E. Mulyasa.2008. Based Curriculum Kompetensi.Bandung: PT Youth Rhosdakarya Heny Subagyo.2007. Correspondence Lengkap.Surabaya: Amelia Henry Guntur Tarigan.2008. Writing as a skill berbahasa.Bandung: Space Muhammad Ali.2007Guru in the learning process mengajar.Bandung:Sinar Baru Algesindo Suryosubroto. B. (1997). Teaching and learning in schools. Jakarta: Rineka copyright Law of the Republic of Indonesia Number 20 Year 2003 on National Education System. Tarin, Djago.1999. Speak smart Indonesia.Jakarta: Balai Pustaka