Data Analysis RESEARCH RESULTS AND DISCUSSION

51 The findings of the research APPENDIX 4 showed that there were 10 participants at the low up to moderate level of self-management ability. These participants also got low scores on writing an argumentative essay. Basically, the self-management ability would help the students to be able to write an argumentative essay when they applied this kind of management frequently. From the data gathering, the researcher found out that these students did not apply their self-management ability well. All of those students mostly chose number 3 scale. It meant that their way of managing themselves was less as required than other learners. The similarity was also found in other participants who got moderate up till high level of self-management ability at the moderate up till high argumentative essay scores. This analytical statistic data showed that the self- management ability gave contributions to the students’ ability on writing an argumentative essay. It meant that the self-management ability might influence the way the students understand about what to do when they had to write an argumentative essay. In Critical Reading and Writing class, the students were given the opportunity to share their ideas when they had to write an essay with others in the form of groups working. From the data gathering in the questionnaires, the researcher found some important aspects which supported the ability of the students to write an argumentative essay. The important aspects here meant that the average score of the questionnaires was highly agreed by the students. The first important aspect was the aspect from the first indicator. The indicator was the students’ awareness of the selection of task under free choice condition. The students agreed that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 freedom to choose the title motivated the student to write an argumentative essay by themselves. The freedom to choose the students’ own title was the started point to motivate the students to work on their argumentative essay. One of the important elements every writer needed was giving the most attention to establish the writer’s own point of view on the topic or finding hisher own voice and also feeling the confidence to work on it Taylor, 2009. Amabile and Gitomer 1984 also stated that the students who were given a free choice would write more creatively rather than those who were limited. Giving the freedom to the students would make the students felt confident with their own argumentative essay. When the students were confident, they were ready to write what they had in mind, so it happened to be a writing product Fulwiler, 2002. Giving freedom to the students would like to make the students motivated because they wrote what they wanted to write. The students were not forced to write what they did not want to. The second aspect came from the fourth indicator. It was about the students’ responsibility to write an argumentative essay. Wanting to write was the important factor behind becoming a good writer and it would count for nothing if the writer never used it Hall, 2016. The students’ responsibility could affect their way of thinking in accomplishing the task. Knowing their own responsibility would be able to challenge the writer to write with new ideas, new beliefs and new thoughts Israel, 2012. By taking the responsibility as the students, it would let the students think about the consequences they got when they were not responsible with their own learning. There were two consequences which could occur related to their responsibility. Those were bad and good consequences. The 53 students would get good consequences if they knew their responsibility as a student, such as getting a good score on writing an argumentative essay. However, the students would get bad consequences if they did not know their own responsibility. In this research, having the responsibility in mind would help the students to write and produce a good product of argumentative essay in CRW II class. The third aspect was the effort which the students do in terms of planning to write the best argumentative essay as it was explained on the fifth indicator. Effort became one of the factors which could help the students to improve their motivation for giving the best of them. Without any effort, they will not be able to write anything or even an argumentative essay. Schunk, Meece, and Pintrich 2014 said that giving high effort on performing the task was an indicative of having the motivation. Bailey 2003 previously stated that planning would give the essay a coherent structure and help the writer to answer the question set. Trzeciak and Mackay 1994 explained that planning had also given the opportunity to the students to a balance and coherent piece of work. They had to have high efforts in order to accomplish their task as a student in CRW class by planning what they would write on their argumentative essay. By planning what they would write, it could improve their motivation to perform the task. Thus, it would make them able to manage their self-management better than others. The fourth aspect was the ability to handle any interruption while they were performing the task as it was stated in the second indicator of the time management section. It was impossible for the students to do the task without any 54 obstacle or barrier. Besides, the task should be done and submitted to the lecturer on time. It was also impossible for the students to continue their writing if they had something else which was more important than writing an argumentative essay. There would be problems if the students were not able to handle the obstacles. Downing 2011 mentioned earlier that students would be success if they stayed on the course and be responsible with the outcomes. By handling this interruption, the students would be able to perform the task better than others. These important aspects we re needed to improve the students’ ability to write an argumentative essay. Giving freedom to choose the title, taking the responsibility as a student to accomplish the task, planning for the best to write the argumentative essay, and handling any interruption which came during performing the task were the best ways to develop the stude nts’ ability on writing. These were the important aspects of self-management ability that the students applied in writing a good product of argumentative essay. Meanwhile, the result of the research APPENDIX 4 showed that there were many students who had high degrees of self-management ability did not get high scores in their writing of argumentative essay. In fact, they were at moderate up level of writing an argumentative essay in CRW class. It meant that those aspects were not the only determination factor of the students’ ability on writing. The students’ ability on writing an argumentative essay might be influenced by the other supporting aspects. The supporting aspects here meant that the average score of the questionnaires was only-agreed by the students.