38 Study Program of Sanata Dharma University batch 2014 in the second week of
May 2016. There were 80 questionnaires and 20 of them were returned invalid. There were 20 participants who did not do the questionnaires and left it blank.
Therefore, there were 60 participants used as the samples of this study. The participants used as the sample were presented as the following:
Table 4.1 Number of Samples Time Distribution
Number of Students
First distribution 30
Second distribution 30
Third distribution 20
Total 80
In the first and second distributions, the researcher asked the permission from the lecturer to distribute the questionnaires at the beginning of the class. For
the third distribution, the researcher distributed the questionnaires at the end of the class. The researcher came to the class in order to make sure that the participants
in this research were the students in the fourth semester. Then, the researcher asked the participants to read and answer those questionnaires based on their
experiences of managing their self-motivation and time when they had to write an argumentative essay in CRW II courses. The researcher told the participants that
their identities as the participants of this research would be kept as confidential. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 The researcher gave the participants time to do the questionnaires and collected it
in the following day. Then, the researcher l isted the participants’ identities and
asked the scores to the lecturers. After conducting the research on CRW II class and asking the students’
argumentative essay scores from the lecturer, the researcher did a statistical study of the questionnaire
s and CRW’s scores. Before doing a statistical study, the researcher put and retyped all the data in a table, then analyzed the data by using
SPSS v.16.
4.1.2. The Reliability of the Instrument: Questionnaires
Some steps were applied to determine the reliability of the research instrument. Before distributing the questionnaires to the participants, the
researcher tried them out on other students. The try-out was done by ten participants in order to know the time allocation and difficulties in answering the
questionnaires. Then, the researcher revised and gave them again till the questionnaires were understandable. Afterward, the data from the questionnaires
were tested for the reliability. The try-out was also done in order to test the validity of the questionnaires as the tradition in the quantitative research.
Each questionnaire consisted of 15 questions, which had 1 up to 5 scales. Thus, the maximum score was 75 and the minimum score was 15. The researcher
categorized the students’ degrees of self-management into some groups because this variable had a wide range of the data values. The researcher constructed a
group frequency distribution into seven equal – sized intervals, starting from 25 as
40 the lower of scale in this study. Afterwards, the researcher analyzed the degrees of
the students’ self-management by using SPSS v.16. The details are presented in this table.
Table 4.2 Group Frequency Distribution of the Self-Management Ability Degrees of Self-
Management Ability Frequency
Percent
25-30 1
1.7 31-36
37-42 1
1.7 43-48
11 18.3
49-54 11
18.3 55-60
30 50.0
61-66 6
10.0
Total 60
100.0
The Table 4.2 presents that there were 11 students 18.3 at the moderate level of self-management ability. Then, there were 11 and 30 students 18.3;
50 at moderate up to high level of self-management ability. The table also showed that there were 1 student 1.7 at moderate nearly and 1 student 1.7
considered as the low level of self-management ability. The table also gave the information that there were 6 students 10 at the high level of self-management
ability. From the data explained above, from the grouped intervals data, the
researcher also analyzed that most of the scores were high, but there were a small number of scores which were low. The researcher had calculated, the data showed
41 that the mean was the lowest, followed by median and mode which had the same
numbers. It meant that �̅ M
e
≤ M
o
�̅ = 54.13, M
e
= 57, M
o
=57. The researcher had also calculated the variance of the data and found out the standard deviation
of the variable was 7.084. Graphic 4.1 represents
the degrees of the students’ self-management ability. From the 60 participants, most of the students were between 55 up to 60
degrees of self-management ability. In fact, there were some students who had even more than 60 rating scales. The frequency showed that the self-management
ability was done well mostly in CRW II class, especially when they wrote an argumentative essay. There was a high frequency of self-management ability even
though there were some students still in the low frequency of handling this ability. There was a statistic, namely Pearson Product Moment Correlation Coefficient
which was applied to find out that there was a strong positive correlation between the degrees of self-management ability and the
students’ ability on writing an argumentative essay. Therefore, in the next analysis, the researcher presented the
students’ first argumentative essay in CRW II class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
