21 and urgency of each assignment that the students will do rather than to make the
usual time management strategy.
Table 2.1 The Characteristics of Each Quadrant Conceptualized by Covey Urgent
Not Urgent
Important Short-Term Quadrant
Immediate Deadlines -
Time-driven projects, such as incomplete assignment
due soon -
High stress: controlled by events
Long-Term Quadrant
Empowering Activities -
Make space in your life by planning the semester’s work
early. -
Create specific goals. -
Low stress: controlled by you.
Not Important
Inefficiency Quadrant
Minor Activities -
Passive reading without thinkingtaking notes
- Responding to interruptions
while doing
scheduled activity
- Too much part-time work
Procrastination Quadrant
Escape Activities -
Your favorite ways of wasting your time.
Adapted from S. Covey. 1989. The Seven Habits of Highly Effective People: Restoring the Character Ethics. New York: Fireside
2.2. Theoretical Framework
In this study, the researcher uses appropriate theories to analyze the relationship between the degrees of self-management ability and the
students’ ability on writing an argumentative essay in CRW II class.
22 The theory of self-management serves the basic theory of self-motivation
and time management. These theories elaborate some theories from some experts. Schunk et al. proposes indexes of motivation to assess the
students’ motivation, such as choice of tasks and efforts. Each index has the specific information on
assessing the students’ motivation. Meanwhile, Covey also proposes a time management matrix to help the students manage the time efficiently. The way
Covey divides the quadrants is different from the common time management strategy. By knowing all the four quadrants of the time management, the students
will be able to choose whether they want to stay in quadrant II or in other quadrants. The way the students complete the questionnaire will explain whether they are
people in quadrant II or not. The theories from Schunk et al. and Covey will be used to identify the degrees of self-management ability in enhancing the
students’ ability on writing an argumentative essay. Therefore, the theories will be included
in the checklist of the questionnaire. It is used as the basic theory of the research for further analysis. Those theories guide the researcher to observe how self-
management ability enhances the students’ ability on writing an argumentative
essay. As the subject of this research is critical writing, the researcher includes the
basic theory of writing skills which elaborates with the process of writing an argumentative essay. This elaboration is also used to analyze the
students’ ability on writing an argumentative essay.
The CRW II class provides the students with their own title and analysis. Then, they relate this to their self-management ability in order to write a good
23 argumentative essay. The students have the opportunity to find the appropriate
information from many sources that would support their arguments or ideas. Analyzing information from many sources and usi
ng the students’ self- management ability would help them to write the essay better. The relation of the
students’ self-management ability with the students’ ability would also help the students to motivate themselves in order to achieve the best achievement in writing.
Based on the literature review above, the researcher hypothesized that there is a relationship between the self-
management ability and students’ ability on writing an argumentative essay. Meanwhile, the degrees of self-management ability
lead the students to stay motivated and focus on their time management which supports them to get a good scores on writing an argumentative essay.
24
CHAPTER III METHODOLOGY
In this chapter, the researcher presents the methodology applied to conduct
the research. The methodology of the research will elaborate Research Method, Research Setting, Research Population and Sample, Data Gathering Technique,
Instrument and Data Analysis Technique.
3.1. Research MethodDesign
The researcher employed correlational research to find out the relationship between the degrees of self-management ability and the
students’ ability on writing an argumentative essay in CRW II class. Correlation is defined as
“two variables which have some predictability about the relationship between them
” Clark-Carter, 2004, p. 287. Correlation research is used to determine whether two or more
variables have the influence with each other and, if so, to establish the directions, magnitudes, and forms of the observed relationship which is not able to be
manipulated except calculate it as it is Bordens and Abbott, 2011. In this study, the researcher wanted to know whether a relation exists between the degrees of self-
management ability and the students’ ability on writing an argumentative essay.
Correlation research design was used to assess the behavior as it occurs in the students’ everyday life. That was why the correlation coefficient method was
applied. Privitera 2014 states that correlation coefficient is meant to identify the
25 extent to which the values of the two variables or factors are related or changed in
an identifiable pattern. The researcher also conducted a survey study to gather data. Survey study
would like to ask the large numbers of people questions about their behaviors, attitudes and opinions Marczyk, DeMatteo, and Festinger, 2005. Survey study
attempted to find relationships between the characteristics of respondents and their reported behaviors and opinions. One of the characteristics of respondents here was
to write an argumentative essay. The reported behavior here was the use of self- management ability to accomplish the writing of an argumentative essay. The data
were taken by using the questionnaires and also the scores they achieved when writing an argumentative essay. These instruments would help the researcher to
answer the research problem and calculate the data correctly.
3.2. Research Setting
This research was conducted in CRW II class of English Language Education Study Program in Sanata Dharma University. The researcher chose CRW
II class because the students had been familiar with an essay which was introduced in CRW I class. These classes also provided the information that the researcher
needed to complete the research. The researcher wanted to know the relationship of self-management ability and the students
’ ability on writing an argumentative essay which is offered in CRW II class.
