The Raw Data of the Questionnaires
48 students’ self-management ability. The Pearson correlation coefficient was used to
determine where the significance existed. Moreover, the correlation coefficient was also calculated. The significant level was set at 0.05 for the analysis of the
data. The result must be tested in order to decide whether the correlation
between two variables was significant or not. The result was explained in the following statements:
1. Statistic of the null hypothesis and alternative hypothesis
H
o
: r
s
= 0 There is no correlation between two variables H
o
: r
s
≠ 0 There is a significant correlation between two variables 2.
Determining the level significance α. The research used the critical value of 0.05.
The relationship between the self-management ability and students’ ability
on writing an argumentative essay in CRW class batch 2014 in this study was tested and the result was given in the table 4.5.
According to the result of the data analysis in the table 4.5, there was a strong positive relationship between the self-
management ability and students’
ability on writing an argumentative essay in CRW class r = .794, df : 58. The
correlation in this research found that it was a significant relationship p.05. The degree of freedom df in this research was two n - 2 because there were two
variables used in this research. Therefore, there was statistical evidence to reject the null hypothesis. The evidence indicated that there was a significant strong
correlation between self- management ability and students’ ability on writing an
49 argumentative essay. Therefore, there was significant evidence to reject the null
hypothesis and accept the alternative hypothesis. There was a correlation between the self-
management ability and students’ ability on writing an argumentative essay.
Table 4.5 The Relationship between the Self-Management Ability and Students’ Ability on Writing an Argumentative Essay in CRW II Class
Self-Management Ability
Students Ability
Self-Management Ability
Pearson Correlation 1
.794 Sig. 2-tailed
.000 N
60 60
Students Ability Pearson Correlation
.794 1
Sig. 2-tailed .000
N 60
60 Correlation is significant at the 0.01 level 2-tailed.
The degrees of the students’ self-management ability and their ability on
writing an argumentative essay were related. The table 4.5 presented clearly the correlation between the self-
management ability and students’ ability on writing an argumentative essay in CRW class. The students who had high scores in their
argumentative essays were mostly from the moderate up until high group of self- management ability.
50 The research problem in the problem formulation was answered. A
positive correlation was found between the self- management ability and students’
ability on writing an argumentative essay in CRW II class batch 2014. Therefore, the students had the opportunity to enhance their ability on writing an
argumentative essay by improving their self-management ability. Because of the self-management ability had a correlation with the
students ’ ability on writing an argumentative essay, the researcher wanted to
explain more about the influence aspects which affected the students’ ability on writing especially in CRW class. The research result in the acceptance of the
hypothesis was that the self- management ability and the students’ ability on
writing an argumentative essay was related. The explanation of the influence aspects would be explained more deeply
in the discussion.