The Effect of Compare-Diagnose-Operate (CDO) Strategy Toward Students’ Writing Ability in Descriptive Text (A Study at the tienth grade Students of SMA Negeri 5 Bengkulu Tengah)”. Derfor kan Compare-Diagnose-Operate-strategien (CDO) være en effektiv strategi til at øge elevernes skriveevne. The Effect of Compare-Diagnose-Operate (CDO) StrategyToward Students’ Writing Ability in Descriptive Text (A Study at the tienth grade Students of SMA Negeri 5 Bengkulu Tengah)”.
INTRODUCTION
- Background of Problem
- Identification of Problem
- Limitation of the Problem
- Research Questions
- Objective of the Research
- Significance of Research
- Definition of Key Terms
Based on the background of the above problem, the author is motivated to conduct a research entitled "The Effect of Compare, Diagnose, Operate (CDO) Strategy on Student's Writing Ability in Descriptive Text". The limitation of the problem in this study is to know what effect the use of Compare-Diagnose-Manage (CDO) strategy has on student's writing ability in descriptive text in tenth grade at SMA Negeri 5 Bengkulu Tengah for academic year 2021.
LITERATURE REVIEW
- English Writing Ability
- Definition of Writing
- Teaching Writing
- Purpose of Writing
- Components of Writing
- Compare-Diagnose-Operate (CDO) Strategy
- Definition Compare-Diagnose-Operate (CDO)
- Procedures of Compare-Diagnose-Operate (CDO)
- Descriptive Text
- Definition of Descriptive Text
- Structure of Descriptive Text
- Example of Descriptive Text
- Related Previous Study
- Hypothesis
The researcher wants to know the effect of Compare-Dignose-Operate (CDO) strategy on the writing skills of the tenth class of SMA Negeri 5 Bengkulu Tengah. For all samples, the researcher had to perform the pre- and post-test. Based on the above data, the Kormogorov-Smirnov test of the pretest in the experimental class showed that the significance was 0.159.
The histogram of the normal data for pre-test scores of experimental class can be seen in the figure below. The Kormogorov-Smirnov test of the pretest in the control class showed that the significance was 0.200. The histogram of the normal data for the pre-test score control group can be seen in figure.
The Kormogorov-Smirnov test of the post-test in the experimental group showed that the significance was 0.200. It was higher than the mean score of the post-test of the control group, which was 52.06. Finally, using the Compare-Diagnose-Operate (CDO) strategy could be one of the ways in teaching to develop writing skills in descriptive text.
Since the students in the control group did not receive the treatment of the Compare-Diagnose-Operate (CDO) strategy, the result of the young students' post-test scores did not significantly improve.
RESEARCH METHOD
Research Design
The research used quantitative approach in the form of quasi-experimental method to collect data. In quasi-experimental research, the researcher observes the effect on one or more dependent variables and manipulates at least one independent variable and controls for other relevant variables (Gay, LR, 2012:250). The researcher used quasi-experimental because the researcher wants to compare two groups with the treatment in two classes.
Population and Sample
The researcher decided to divide the two classes because they have different English writing skills in the two classes. This effect is known by knowing the significant difference between students who studied before using the Compare-Diagnosis-Act (CDO) strategy and after the Compare-Diagnosis-Act (CDO) strategy by comparing the pre-test and post-test results.
Technique of Data Collection
Then, after the students are handled by the Compare-Diagnos-Operate technique, retest to assess the students' performance.
Research Instrument
This method is used to directly see and observe the situation in the field, so that the researcher can get a broader picture of the problem under investigation. This technique is used to see the way the teacher teaches during the learning process carried out by the English teacher. Through this study, the researcher saw firsthand the interaction between teachers and students during the implementation of learning.
The data collected through this method are: information about how students participate in learning, methods, strategies used by the teacher in learning, tools and resources for learning English.
Research Procedures
The data that will be obtained through this method are: information about how students participate in learning, methods, strategies used by the teacher in learning, tools and resources for learning English.. the experimental class was held by Compare-Diagnostic- Act. Second, the researcher applied the next step which was Diagnosis 1) Students diagnose why those differences occurred. After the treatment, the students are given the post-test of using Compare-Diagnostic-Act on the students' writing ability.
Technique of Analysis Data
The findings also included the results of a study that showed whether there were significant differences in descriptive writing between experimental and control students who were taught the Compare-Diagnose-Operate (CDO) strategy and those who were not. The pre-test and post-test were completed by students in the experimental and control groups. The pre-test was given to the student before the experiment, and the post-test at the end of the experiment.
The histogram of the normal post-test score data of the experimental group can be seen in the figure. Statistical analysis on the pretest and posttest score in the experimental group. Based on the above table, the mean of the pretest writing of the experimental group was 62.30 and the standard deviation was 8.285.
Statistical analysis of pretest and posttest results in the control group Table 4.10. Based on the result of the study, the following interpretations were presented to strengthen the value of the study.
RESULT AND DISCUSSION
Result
According to the above table in the experimental class using a sample (N) of 20 students, the minimum pre-test value is 48 and the maximum value is 75, so she gets a mean of 62, 30. According to the above table in the experimental class using a sample (N) of 17 students, the minimum value of the pre-test is 44 and the maximum value is 70, so it gets a mean of 55, 12. Based on the figure 4.3 and 4.4, it was shown that the score of the post-test and pre-tests were relatively the same.
Meanwhile, the post-test mean in the experimental group was 71.85, and the standard deviation was 6.854. From the table above, the result of the difference in the mean of the paired samples between the pretest and the posttest of writing in the experimental group is -9.550 with a standard deviation of 5. The result of the statistics of the paired samples above, the mean of the pretest to the control group was 55.12, and the standard deviation was 7.390.
The result of the paired sample t-test, the difference in the mean between the pretest and the posttest of writing skills in the control group was 3059 with a standard deviation of 8692 and a t-score of 1451 at a significance level of 0.05 and a degree of freedom of 16, and the two-tailed t-table test value is was 0.166. An independent sample showed that the post-test comparison of the experimental group and the control group showed a difference between the two scores.
Discussion
This means that there was a significant effect on the skills of writing descriptive text results between students who learned with the Compare-Diagnos-Apply (CDO) strategy and those who did not. Based on the previous studies above, previous researchers have used the Compare-Diagnose-Apply (CDO) strategy to increase students' writing ability. After taking the post-test, the result showed a statistically significant effect on writing skills between students who were taught using the Compare-Diagnos-Apply (CDO) strategy and those who were not.
It was concluded that the Compare-Diagnose-Operate (CDO) strategy made a significant contribution to improving students' writing persuasive text. It can be concluded that there was significant impact on writing skills by using Compare-Diagnose-Operate (CDO) strategy. It related to the theory Scardamalia and Bereiter that implementation of Compare-Diagnose-Operate (CDO) strategy can improve students' writing skills.
The result of this research showed that the use of the Compare-Diagnose-Operate (CDO) strategy made a significant difference in improving students' writing ability in tenth grade. It concluded that there is a significant impact of using the Compare-Diagnose-Operate (CDO) strategy on students' writing ability and students taught by conventional method.
CONCLUSION AND SUGGESTION
Conclusion
Based on the results and discussion presented in the previous chapter, we can conclude that there was a significant effect in descriptive text writing on students who were taught with the Compare-Diagnosis-Act strategy and those who were not. This can be seen from the analysis of the data collected during the experiment and after the experiment. Thus, Ho: there is no significant impact of using the Compare-Diagnos-Apply (CDO) strategy on students' writing ability was rejected and Ha: there is a significant impact of using the Compare-Diagnos-Apply (CDO) strategy on students' writing ability was accepted.
Suggestion
In this research, discovery technique can increase the students' performance and motivate the students to write descriptive text. For the students, it is suggested to practice and enjoy this activity, because Compare-Diagnose-Operate (CDO) strategy in writing can give new sight to them who want to increase their writing skill. For the institution, the school must give the media and also complete the facility to make better progress achievements in the teaching learning of English process and for the principle of SMA N 5 Bengkulu Tengah to Compare-Diagnos-Operate (CDO) strategy in the teaching of English to consider.
Finally, this research is so far from perfection, so the contribution of the researcher to positive ideas that are still missing to make this research perfect to be seen by the reader. Enhancing students' ability to write messages through gallery walking technique of eight grade at Mts Jam'iyatul Alwashliyah Tembung in the academic year doctoral thesis, Universitas Islam Negeri Sumatera Utara).
