The Implementation of Compare-Diagnose-Operate (CDO) Strategy on Students Writing Skills in Narrative Text

The high school students also have matters that they have to face in writing a narrative text. The students need a strategy to handle the problems. This research aims to get the result of the implementation of Compare-Diagnose-Operate Strategy (CDO Strategy, hereafter) on students’ writing skills in narrative text. The population was the tenth-grade students of MA Annajah Jakarta. The sample was 42 students that chosen by purposive sampling technique and was divided into the controlled class and the experimental class. The instruments were writing essay test which was given before the treatment and after the treatment. The treatment was the CDO Strategy. The data of the test were analyzed by using the normality test, the homogeneity test, and T-Test. The result of the test score from both classes showed that the controlled class was higher than the experimental class. However, the gained score of the experimental was higher than the controlled class (190 > 35). In addition, t-observe value was higher than t-table value (2.52 > 1.68) in the significant 5% (0.05). The Cohen’s level of significance also displayed that the calculation of effect size is 2.7, which was higher than 1.00. Thus, the statement means that there is the effectiveness of using CDO Strategy on students’ writing skills in the narrative text at the tenth grade of MA Annajah in academic year 2018/2019.