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
42
Graphic 4.1 A Histogram of Self-Management Ability
4.1.3. The Students’ Ability on Writing an Argumentative Essay
The researcher chose to analyze the students’ first argumentative essay
scores to investigate the students’ ability on writing an argumentative essay. The
researcher found out that this was an effective way and it could save more time. The researcher used the
students’ scores in their first argumentative essay as the scale of the students’ ability on writing an argumentative essay. The students’
scores in their first argumentative essay were obtained from CRW’s lecturers.
Therefore, the researcher constructed a group frequency distribution into seven equal
– sized intervals, starting from 60 as the lower scale in this study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 Afterwards, the researcher analyzed the degrees of the students’ ability by using
SPSS v.16. The details are presented in the table.
Table 4.3 Group Frequency Distribution of Students’ Argumentative Essay Scores
Degrees of Students’ Ability
Frequency Percent
60-64 2
3.3 65-69
6 10.0
70-74 6
10.0 75-79
10 16.7
80-84 17
28.3 85-89
17 28.3
90-94 2
3.3 Total
60 100.0
The table 4.3 presents that there were 2 students 3.3 at the low score on writing an argumentative essay. Then, there were 6 students and 6 students 10;
10 got the moderate nearly score on writing an argumentative essay. The table showed that there were 10 students 16.7 at the moderate up to high score.
Then, the table also showed that there were 2 students 3.3 at the high score on writing an argumentative essay. By using the software of SPSS v.16, the
researcher had calculated that the mode was 84 and the mean was 79.97; while the median was 81.50. It showed that most of the students had good ability on writing
an argumentative essay. The distribution of the data was evenly spread. By PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
