A correlation between the self-management ability and student`s ability on writing an argumentative essay in critical reading and writing II class.

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ABSTRACT

Devitasari, Aprilia. 2016. A Correlation between the Self-Management Ability and Students’ Ability on Writing an Argumentative Essay in Critical Reading and Writing II Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is concerned about self-management ability in enhancing the students’ ability on writing an argumentative essay in Critical Reading and Writing (CRW) II class in English Language Education Study Program (ELESP) of Sanata Dharma University batch 2014. In this research, the researcher intends to answer one question whether there is a relationship between the degrees of self-management ability and the students’ ability on writing an argumentative essay or not.

This study is conducted based on the theories of index of motivation proposed by Schunk et al., time management matrix by Stephen R. Covey, writing skill and how the CRW II class accommodates the students to improve their ability on writing an argumentative essay. Self-management is one of the language learning strategies that can be used to improve the students’ ability in writing in order to achieve a good results in CRW II course.

In order to analyze the relationship between the degrees of self-management ability and the students’ ability on writing an argumentative essay in CRW II class of ELESP of Sanata Dharma University, the researcher applied correlation research method. The information of the students’ data about the degrees of the students’ self-management ability was obtained by conducting a survey. The researcher also used the students’ argumentative essay scores in the CRW II class. The data were obtained from the CRW II class batch 2014 of ELESP of Sanata Dharma University. These data were also used to answer the research question. All the students who are currently taking CRW II class have the chance of being selected and participated as the subject in this research.

To find whether there is a relationship between the degree of self-management ability and the students’ ability on writing an argumentative essay, the data were analyzed by using Pearson product moment correlation coefficient. The result of the data analysis was found at a strong of positive and significant relationship between the self-management ability and students’ ability in CRW II class (r = .794, df : 58, < 0.05). Therefore, there is statistical evidence to reject the null hypothesis. The research had sufficient evidence to conclude that there was significantly positive correlation between the self-management ability and students’ ability in writing an argumentative essay. Therefore, there was significant evidence to accept the alternative hypothesis. Then, giving freedom to choose their own title, taking the responsibility, planning to write the best and handling any interruption are the important aspects which influence the students’ ability on writing an argumentative essay.

Keywords: self-management ability, argumentative essay, self-motivation, time management, correlational research

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ABSTRAK

Devitasari, Aprilia. 2016. A Correlation between the Self-Management Ability and Students’ Ability on Writing an Argumentative Essay in Critical Reading and Writing II Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini berkaitan dengan self-management ability untuk meningkatkan kemampuan mahasiswa dalam menulis argumentative essay di Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma. Peneliti bertujuan untuk mengetahui apakah ada hubungan antara self-management ability dengan kemampuan mahasiswa dalam menulis argumentative essay pada mata kuliah CRW II di PBI Universitas Sanata Dharma angkatan 2014.

Penelitian ini dilakukan berdasarkan teori tentang indeks motivasi yang dikemukakan oleh Schunk dkk, matriks dalam mengelola waktu oleh Stephen R. Covey, kemampuan menulis dan bagaimana kelas CRW II memfasilitasi mahasiswa untuk meningkatkan kemampuannya dalam menulis argumentative essay. Self-management adalah salah satu strategi pembelajaran yang dapat digunakan untuk meningkatkan kemampuan mahasiswa dalam menulis untuk menghasilkan hasil yang memuaskan pada mata kuliah CRW II.

Peneliti menggunakan metode penelitian korelasi untuk menjawab permasalahan dari penelitian ini. Peneliti mengadakan survei untuk mengumpulkan data informasi tentang tingkat penggunaan self-management dalam meningkatkan kemampuan menulis mahasiswa. Peneliti juga menggunakan nilai argumentative essay dari mata kuliah CRW II sebagai alat ukur kemampuan mahasiswa dalam menulis. Informasi-informasi ini digunakan untuk menjawab permasalahan dari penelitian ini. Subjek dari penelitian ini adalah mahasiswa PBI Universitas Sanata Dharma angkatan 2014 yang sedang mengambil matakuliah CRW II. Seluruh mahasiswa PBI angkatan 2014 mempunyai kesempatan untuk dipilih dan berpartisipasi dalam penelitian ini.

Data dianalisis dengan menggunakan korelasi koefisien dari Pearson product moment teori. Hasil analisis korelasi dari keduanya adalah .794 (derajat kebebasan : 58, < 0.05). Dari hasil analisis ini, peneliti mengambil kesimpulan bahwa ada korelasi yang signifikan dan positif antara self-management ability dan kemampuan mahasiswa dalam menulis argumentative essay. Hasil ini merupakan bukti bahwa hipotesis nol ditolak. Hal ini juga merupakan suatu bukti bahwa self-management ability efektif dan berpengaruh pada peningkatan kemampuan menulis argumentative essay dalam mata kuliah CRW II. Kebebasan memilih judul sendiri, bertanggung jawab, berencana untuk menulis yang terbaik dan menyikapi berbagai macam gangguan adalah aspek penting yang berpengaruh pada kemampuan mahasiswa dalam menulis.

Kata kunci: self-management ability, argumentative essay, self-motivation, time management, correlational research

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A CORRELATION BETWEEN THE SELF-MANAGEMENT

ABILITY AND

STUDENTS’ ABILITY

ON WRITING AN

ARGUMENTATIVE ESSAY IN CRITICAL READING

AND WRITING II CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Aprilia Devitasari Student Number: 121214136

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Good, better, best. Never let it rest.

‘Til your good is better and

your better is best.

St. Jerome

I dedicate this thesis to my parents:

Triyono Retno Nugroho and Kumalawati

and my beloved sister

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vii ABSTRACT

Devitasari, Aprilia. 2016. A Correlation between the Self-Management Ability

and Students’ Ability on Writing an Argumentative Essay in Critical Reading and Writing II Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

To find whether there is a relationship between the degree of self-management ability and the students’ ability on writing an argumentative essay, the data were analyzed by using Pearson product moment correlation coefficient. The result of the data analysis was found at a strong of positive and significant relationship between the self-management ability and students’ ability in CRW II class (r = .794, df : 58, ∝ < 0.05). Therefore, there is statistical evidence to reject the null hypothesis. The research had sufficient evidence to conclude that there was significantly positive correlation between the self-management ability and students’ ability in writing an argumentative essay. Therefore, there was significant evidence to accept the alternative hypothesis. Then, giving freedom to choose their own title, taking the responsibility, planning to write the best and handling any interruption are the important aspects which influence the students’ ability on writing an argumentative essay.

Keywords: self-management ability, argumentative essay, self-motivation, time management, correlational research

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viii ABSTRAK

Devitasari, Aprilia. 2016. A Correlation between the Self-Management Ability

and Students’ Ability on Writing an Argumentative Essay in Critical Reading and Writing II Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Peneliti menggunakan metode penelitian korelasi untuk menjawab permasalahan dari penelitian ini. Peneliti mengadakan survei untuk mengumpulkan data informasi tentang tingkat penggunaan self-management dalam meningkatkan kemampuan menulis mahasiswa. Peneliti juga menggunakan nilai argumentative essay dari mata kuliah CRW II sebagai alat ukur kemampuan mahasiswa dalam menulis. Informasi-informasi ini digunakan untuk menjawab permasalahan dari penelitian ini. Subjek dari penelitian ini adalah mahasiswa PBI Universitas Sanata Dharma angkatan 2014 yang sedang mengambil matakuliah CRW II. Seluruh mahasiswa PBI angkatan 2014 mempunyai kesempatan untuk dipilih dan berpartisipasi dalam penelitian ini.

Data dianalisis dengan menggunakan korelasi koefisien dari Pearson product moment teori. Hasil analisis korelasi dari keduanya adalah .794 (derajat kebebasan : 58, ∝ < 0.05). Dari hasil analisis ini, peneliti mengambil kesimpulan bahwa ada korelasi yang signifikan dan positif antara self-management ability dan kemampuan mahasiswa dalam menulis argumentative essay. Hasil ini merupakan bukti bahwa hipotesis nol ditolak. Hal ini juga merupakan suatu bukti bahwa self-management ability efektif dan berpengaruh pada peningkatan kemampuan menulis argumentative essay dalam mata kuliah CRW II. Kebebasan memilih judul sendiri, bertanggung jawab, berencana untuk menulis yang terbaik dan menyikapi berbagai macam gangguan adalah aspek penting yang berpengaruh pada kemampuan mahasiswa dalam menulis.

Kata kunci: self-management ability, argumentative essay, self-motivation, time management, correlational research

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ACKNOWLEDGMENTS

First of all, I would like to express my gratitude to Allah SWT who has given me the strength and blessing to complete my thesis. He really encourages and guides me at all times, especially when I am really confused and exhausted of completing this thesis. His kindness through other people helps and supports me.

I would like to convey my deepest gratitude to my greatest advisor Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., for his patience, support, guidance, kindness, and help to complete this thesis. In the same manner, I would also like to deliver my gratitude to Priyatno Ardi, S.Pd., M.Hum., Truly Almendo Pasaribu S.S., M.A., and Maria Vincentia Eka Mulatsih S.S., M.A., who have kindly helped, cooperated, and given me suggestions to make my thesis better.

I would like to address my thanks to the students of CRW II Class of Sanata Dharma University who have helped me a lot in my research as the research participants. Without their willingness to answer the questionnaires, I would not be able to calculate the data and complete my thesis.

My deepest gratefulness goes to my family who has always been there whenever I need their support. I would like to give my special thanks to my sister Apridhia Tiara Gariny who kindly helps me in this thesis by borrowing me her laptop when mine is broken.

I also feel grateful to have Julyan Adhitama as my best-boy-friend-ever who has kindly supported and helped me to complete this thesis. He is the best person for making me laugh and forgetting about my problems. He has also helped me by proofreading my thesis as he is the best as the proofreader.

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I would also like to give my gratitude to all of my friends who has always supported me to complete my thesis, especially for Alin, Victo, Yesi, Lida, Nova, Dewa and Oky who are always there to listen to my stories. I would also like to say thanks to my PPL’s friends in SMA Negeri 1 Banguntapan for their loyalty to support me whatever I am. I would like to say my special gratitude to PBI E 2012 for their support and help since I was in the first semester until I finally pass this examination.

The last but not least, I would like to deliver my special gratitude to my special motivator that I could not mention the name for his motivation. His motivation really motivates me to finish my thesis as soon as possible, so I am motivated to prove that I can do it.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xv

LIST OF FIGURES ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION ... 1

1.1 Research Background ... 1

1.2 Research Problem ... 4

1.3 Problem Limitation ... 4

1.4 Research Objective ... 4

1.5 Research Benefits ... 4

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xii

1.6.1 Self-Management ... 6

1.6.2 Argumentative Essay ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

2.1.Theoretical Description ... 8

2.1.1. Self-Management ... 8

2.1.1.1. Self-Motivation Management ... 9

2.1.1.2. Time Management... 11

2.1.2. Writing Skills ... 13

2.1.2.1. Definitions of Writing ... 13

2.1.2.2. The Process of Writing an Argumentative Essay ... 15

2.1.2.3. Self-Management to Enhance Writing Skill in Argumentative Essay... 17

2.1.2.3.1. The Use of Indexes of Motivation .... 18

2.1.2.3.2. Joining the Quadrant II of Time Management Matrix by Covey ... 20

2.2.Theoretical Framework ... 21

CHAPTER III. METHODOLOGY ... 24

3.1.Research Method / Design ... 24

3.2.Research Setting ... 25

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xiii

3.4.Generalization of the Result of Study ... 27

3.5.Data Gathering Technique ... 28

3.6.Instruments ... 29

3.6.1. The Questionnaires ... 29

3.6.2. The Students’ Scores in CRW II Class ... 33

3.7.Data Analysis Technique ... 33

3.7.1. Hypothesis ... 33

3.7.1.1. Conceptual Hypothesis ... 34

3.7.1.2. Operational Hypothesis ... 34

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 37

4.1.Data Presentation... 37

4.1.1. The Setting of Research ... 37

4.1.2. The Reliability of the Instrument: Questionnaires ... 39

4.1.3. The Students’ Ability on Writing an Argumentative Essay ... 42

4.1.4. The Raw Data of the Questionnaires ... 44

4.1.5. The Correlation between the Self-Management Ability and Students’ Ability on Writing an Argumentative Essay in CRW II Class ... 46

4.2.Data Analysis ... 47

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xiv

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 60

5.1.Conclusions ... 60

5.2.Suggestions... 62

5.2.1. For Students ... 62

5.2.2. For Future Researchers ... 63

REFERENCES ... 65

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LIST OF TABLES

Table Page

2.1.The Characteristics of Each Quadrant Conceptualized by Covey ... 21

3.1.The Questionnaire Checklist and Rating Scale ... 30

3.2.The Self-Management Questionnaires Blueprint – Part I ... 31

3.3.The Self-Management Questionnaires Blueprint – Part II... 32

3.4.The Self-Management Questionnaires Blueprint – Part III ... 32

4.1.Number of Samples ... 38

4.2.Group Frequency Distribution of the Self-Management Ability ... 40

4.3.Group Frequency Distribution of the Students’ Argumentative Essay Scores ... 43

4.4.The Questionnaire Used Checklist and the Rating Scale ... 45

4.5.The Relationship between the Self-Management Ability and Students’ Ability on Writing an Argumentative Essay in CRW II Class ... 49

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xvi

LIST OF FIGURES

Figure Page

4.1.A Histogram of Self-Management Ability ... 42 4.2. A Histogram of Students’ Argumentative Essay Scores ... 44 4.3.The Scatterplot of the Degrees of Self-Management Ability and Students’

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xvii

LIST OF APPENDICES

Appendix Page

1. Surat Pernyataan ... 71

2. Script for Inviting the Participants in the Research ... 72

3. Self-Management Questionnaire ... 73

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1 CHAPTER I INTRODUCTION

This study presents the relation of self-management ability and the students’ ability on writing an argumentative essay in Critical Reading and Writing II (CRW) class. In order to achieve the purpose of this research, this chapter provides the background problem, problem formulation, objective of the study, benefits of the study and definition of terms.

1.1. Research Background

Being a successful language learner must be one of the dreams that the students want to achieve. In order to be successful, the language learner has to learn all skills of language. Those skills are listening, speaking, reading and writing. Each skill has its own problem and relation to one another. However, many students say that writing is the most difficult aspect to learn than the others. Westwood (2008) states that “writing is the most difficult one because its development involves the effective coordination of many different cognitive, linguistic and psycho-motor processes” (p. 56). Sturm and Koppenhaver (2000) also argue that every writer needs to involve complex thinking that has to be combined with multiple components in order to compose a writing product. Those components are the topic or theme, choice of words, organization, purpose, audience, clarity, sequence, cohesion and transcription. “Good writing is not only hard work; it is an extremely

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complex and challenging mental task” (Saddler et al., 2004, p. 3). The problem does not stop based on those reasons. According to Rief (2006), the ability to generate ideas and organize appropriate contents for writing also needs some measure of creativity and imagination. Another reason also comes up when the students write in English because it has different rules from Bahasa Indonesia. The grammar construction and diction are totally different. The complexity of those rules make many students think that writing is difficult.

Producing a writing product will be difficult when the students have this kind of thinking. Moreover, the students are assigned to write an argumentative essay in CRW II course. According to Kirszner and Mandell (2001), an argumentative essay is an essay which the writer will take position on an issue using logic and evidence to convince the readers. Since an argumentative essay is an attempt to change the way people think, it has to focus on a debatable topic. A debatable topic in this case means that the topic should have the pro and con arguments of the writer. It will be more challenging for the students because they have to think twice before producing a writing product. The students firstly have to think the idea of a debatable topic. Then, they have to think how to write it and produce a good argumentative essay. That is why the students need strategies to solve the problem. One of the language learning strategies is to have self-management ability. There are some activities that have to be done in order to manage ourselves. The detailed information is discussed in chapter two. The researcher focuses on self-management ability in managing the self-motivation and time as the most popular strategies for being a successful language learner.

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Self-management is an important thing but sometimes it is forgotten by people, especially for college students. Because of the concept of self-management itself is confusing. According to some researchers, self-management occurs when the individual participates in the treatment or in certain type of education (Creer, 1976; Alderson, Starr, Gow, and Moreland, 1999). From that point of view, it is concluded that self-management is a treatment. The treatment between one to another student is different because the way people behave or deal with something is also different. That is why self-management is confusing because the application between one to another is different. The treatment that the students need for their education is the ability to manage the time and motivation. Therefore, self-management ability may be a key that will help students to get better results in their achievement. The effectiveness of having self-management ability will help students to avoid stress and provide them with more opportunities to get involved in fun campus activities.

The focus of this research is writing in CRW II class. To write a good argumentative essay (or a writing product), the students need strategies to be done whether it is inside or outside the class. By having self-management ability, the students will be able to control their motivation and time. Therefore, in this research, the researcher is set to analyze the relationship between self-management ability and students’ ability on writing an argumentative essay in Critical Reading and Writing II Class of English Language Education Study Program of Sanata Dharma University.

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1.2. Research Problem

In this research, the researcher intends to answer this following question: Is there any significant relationship between the self-management ability and students’ ability on writing an argumentative essay in Critical Reading and Writing II (CRW) class?

1.3. Problem Limitation

The participants of this research were the students of English Language Education Study Program of Sanata Dharma University who were taking CRW II class. The researcher focused on verifying the relationship between the students’ self-management ability and the result of their writing product in writing an argumentative essay in CRW II course.

1.4. Research Objective

The objective of the research is to know whether or not the degrees of having self-management and the students’ ability on writing an argumentative essay has a relationship in CRW II course of English Language Education Study Program.

1.5. Research Benefits

The students and teachers need the information to improve better result of writing an argumentative essay. Writing a good argumentative essay needs to be

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done by using some strategies. One of the strategies is to have self-management ability. By having self-management ability, the students would contribute to make the product readable and debatable. This research contributes some information for students and teachers in regards to the self-management ability and the ability to write an argumentative essay. Applying self-management ability is one of the strategies which students might need to improve their ability to write an argumentative essay. When self-management ability is correctly applied, it may help the students to manage motivation and time for being ready so as to get better results in CRW II class.

For the researcher, this research gives improvement to the ability to write a good product of an argumentative essay by having self-management ability. Based on understanding and information in this research, the researcher can modify and apply the self-management strategy in learning activities which would help other students to improve the writing product of an argumentative essay in CRW II course.

1.6. Definition of Terms

This section presents the definition of terms which intend to avoid confusion and misunderstanding. There are some terms which need to be classified in order to set the focus of this research.

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1.6.1. Self-Management

There are many terms of self-management. Cooper, Heron, and Heward (2006) define the self-management as the personal strategy of behavior change in order to produce a desired change in human behavior. Knoff (2012) also argues that self-management means as the ability of children or adolescent to be able to be aware of themselves by controlling their emotion and behavior. Fernandez-Duque, Baird and Bosner (2000) say that self-management refers to mental processes that help various aspects.

From the definitions mentioned above, the researcher assumes that self-management is the way people manage themselves by changing the behavior in order to achieve something good. Thus, the definition of self-management can be supported in the research.

1.6.2. Argumentative Essay

The term argumentative essay has several meanings. However, the researcher will describe first what is meant by essay and argumentative. According to Kane (1988), essay could be defined as anything that could be speculative or factual or emotional and they could be personal or objective and serious or humorous which relatively is short composition. An essay is an analytic or interpretive literary composition usually dealing with its subject from a limited or personal point of view (Nourse, 2001). Essay is a short text which has various types. One of the types is argumentative essay. Argument refers to speech or writing that seeks to persuade an audience or reader to think or act in a particular way

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concerning a particular situation (Belmont and Sharkey, 2011). Arguments are means of creating belief, changing minds, and altering perceptions. Mike Rose in 1983 referred to this type of essay as “academic argument” which he defined as an essay that requires the calculated marshalling of information, a sort of exposition aimed at persuading (as cited in Clark, 2003).

From the definition mentioned above, the researcher assumes that argumentative essay is a short composition text which is aimed to persuade the reader about something. Thus, the definition of argumentative essay can be supported in this research.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

Having a good self-management gives the students a chance to develop their learning better than those who do not manage themselves. By having self-management, the student can manage what time they want to study and what motivation they need to learn to improve their writing skills in English language learning. It does not only have the relationship with the time but it has also the relationship with them. Therefore, it is the best way to do in order to maximize our English learning development by using this strategy.

2.1. Theoretical Description

This section consists of theories which are significant and suitable to support the research. The theories explained are self-management and writing skill.

2.1.1. Self-Management

Self-management is the important thing to do to improve students’ learning. “Manage is a process that comprises a series of actions that led to the accomplishment of objectives” (Newman, Summer, and Warren, 1967, p. 9). Management is doing the right thing in order to get the efficiency in climbing the ladder of success (Peter Drucker and Warren Bennins as cited in Covey, 1989). Self means ours, our body, and mind. When the students do not manage their mind to

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do something, their body will be useless of doing nothing. Dembo (2004) explains that self-management is the factor which is able to influence the students in learning, establishes optimum conditions for learning, and removes obstacles that interfere with learning. Chamot et al. (1999) states that “self-management involves seeking or arranging the conditions that help you learn and focusing on what you know, including language structures, topics, and personal experiences” (p. 20). Therefore, self-management refers to a strategy by which individuals can effectively direct their own activities toward the achievement of objectives which includes goal setting, decision making, focusing, planning, scheduling, task tracking, self-evaluation, and self-discipline. By managing themselves, it will be able to choose whether the students want to learn or not. What makes it difficult to learn, what makes it interested in learning something, and what students will learn today, have the relationship with the self-management. It does not have the relationship with the teachers, parents or friends. It has the relationship with the students themselves.

2.1.1.1.Self-Motivation Management

Since it talks about management, it will have the relationship to self-motivation. Recently, there were two surveys which were conducted and done by American College Testing (ACT) and the Policy Center on the First Year of College (as cited in Downing, 2011, p. 65). In both surveys, it was identified that lack of motivation was the number one barrier to the student success. Lack of motivation has various causes, such as the students often skip the class, late submission of

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assignments, and become passive participant when it has something to do in class. Most of the students think things unconsciously. It makes them not aware of what comes to their mind since they do not monitor their thought. The students have to know that successful learners are the individuals who know how to motivate themselves to complete on maintaining progress toward achieving the goals even when they do not feel like doing the task. Downing (2011) says “success is staying on course to your desired outcomes and experiences, creating wisdom, happiness and unconditional self-worth along the way” (p. 3). Therefore, managing the motivation is one of the important things to develop the ability of producing a good argumentative essay. Because of the good writers which are self-motivated will engage willingly in their writing product for its intrinsic rewards mostly (Westwood, 2008).

The term motivation is derived from the Latin verb movere (to move). The idea of movement is reflected in such common ideas about motivation as something that gets up going, keeps us working, and helps us completing the tasks (Schunk, Meece, and Pintrich, 2014). Motivation is about the intention to learn. Passer and Smith (2009) states that “motivation is a process that influences the direction, persistence, and vigor of goal-directed behavior” (p. 364). If the students do not have the motivation, they will not be able to do the task or even to produce a writing product because their mind suggests them not to do that. Thoughts are powerful, so the thoughts that the students have should be conducive to what they want. Dembo (2004) states that “change of belief and perception (what is on your mind suggesting to) can change your motivation to do something” (p. 11). Lindstrom

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(2007) argues that motivation and anxiety problems often accompany the process of writing for those who are not proficient, and can seriously interfere with the quality and quantity of text the students produce. For example, when the students want to write an argumentative essay, they have suggested to their mind first that it is difficult to produce an essay, it will make the students’ motivation down to start writing about that. Therefore, the students need to develop positive beliefs about their ability to perform the task and maintain these beliefs while facing some problems. Motivation is the key for students before they are going to learn something, especially producing a writing product in form of an argumentative essay.

2.1.1.2. Time Management

Time is invaluable and too important to waste. Everywhere and every time people goes, it is always related to time. Time will never stop. Because of that, it is important for us, especially for the students to have time-management, especially for learning. Time-management is a vital skill, one that will be necessary in chosen career as well as in a university. People have different time clocks and what works for one student might not work for another one. The students have to know the ability to learn themselves. When the best time is for studying, doing the assignment and taking a rest. The students have to make a priority scale (Haynes, 1990). According to Levin (2007), there are several ways to manage the time. The first is to check the task comprehension and resources. Then, map out the path so the students do not waste their time even for seconds. The students have to watch or

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have a deadline to estimate the time on how long a task will take. The students also need to prioritize the tasks and activities outside so there will be no reason for not doing both of them. The last is the students are allowed to spend their time productively and also always monitor and review their time management.

There is another way to manage the time efficiently by Covey (Covey, 1989). Covey divides the time into four quadrants:

 Quadrant I (Important and Urgent): it means that there are important activities done under the pressure of nearing deadline. A person in this quadrant is the one in which experiences stress, develops ulcers and flirt with nervous breakdown, such as staying up all night cramming for an 08.00 a.m. test.

 Quadrant II (Important and Not Urgent): it means that there are important activities done without the pressure of looming deadlines. This quadrant is where it will find the Creators. Creators do more than dreams. They have developed the skill of translating their desired outcomes into purposeful actions.

 Quadrant III (Not Important and Urgent): it means that there are unimportant activities done with a sense of urgency. In this quadrant, it allows someone else’s urgency to talk into an unimportant activity to its own goals and dreams.

 Quadrant IV (Not Important and Not Urgent): It is called simply time wasters. People in this quadrant rarely think about their importance or even activities in their life. They tend to spend most of the time doing

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some useless activities which are not related to the obligation as the students.

Those four time quadrants help the students to manage the time effectively. It also facilitates the students to organize and accomplish the activities and assignments whether it is inside or outside the class.

2.1.2. Writing Skill

This section presents some theories of writing which support and set the focus of this research.

2.1.2.1.Definitions of Writing

Pincas states that writing is a way of communicating a message to a reader for a purpose. The purposes of writing are to express one’s self, to provide information for one’s reader, to persuade one’s reader, and to create a literary work (Pincas, 1982). Bram (2000) defines that writing is producing or reproducing written message. It is an active process to organize and formulate the ideas on the paper. Producing a writing product which is meant to communicate to the readers is considered as a difficult task for students because of their limited critical thinking ability. According to Trzciak and Mackay (1994), “writing should produce a balanced, coherent piece of work which compares ideas from more than one source” (p. 113). The students need to think how to make their writing readable and

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debatable for an argumentative essay. The students need to think deeply to persuade the readers agree with their arguments. Before writing, the students also need to determine first what to write about which should be meaningful and easy to convey. It is difficult for the students to finish an argumentative essay without any strategies to follow.

In composing a writing product, the students need to understand a lot of theories, such as theories about language, learning, written literacy, and educational measurement because all of these would take a role into the way they make meaning as writers, as readers of that writing, and ultimately, as evaluators of it (O'Neill, Moore, and Huot, 2009).

Composing the text for writing well, the students need to consider these following conditions based on Fulwiler (2002):

1. The first condition is a good reason. The students have to have a good reason which they believe in order to produce a good essay. When the students have a kind of bad thought about the essay they are going to produce, it is going to happen with the essay. When the students want or need something to say, they could say it by writing it.

2. The second condition is being aware with the purpose of academic writing. The students live around academic things. It is not surprising for them to write what they are assigned to. They are assigned to produce an academic writing (such as an argumentative essay), so they have to choose the topic which is suitable for the writing product.

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Those two conditions will be able to help students to produce a good writing product of argumentative essay. By applying those conditions, students will have the motivation to write and produce a good quality of argumentative essay.

2.1.2.2.The Process of Writing an Argumentative Essay

To produce an argumentative essay, the students need to do the process of writing. Since formal academic discourse is not concerned with opinions but with matters that can be rationally discussed, the students should offer evidence of sound reasoning and avoid offering personal opinions in the formal writing assignments (Belmont and Sharkey, 2011). The students have to remember that the aim of argumentative essay in academic writing is to persuade a reader to accept or reject a proposition or to consider a topic from a particular point of view. Because of this aim, the students sometimes face some problems in producing an argumentative essay. Clark (2003) “students experience difficulty with argumentation is that what is regarded as a convincing argument depends a great deal on the audience or community to which the argument is addressed” (p. 255). The students use these nine steps to produce a good argumentative essay by Hougue and Oshima (2007):

1. Firstly, clarify in mind what the two sides of the argument are. Decide which side the students agree with.

2. Then, the students should write a thesis statement. The thesis statement can state either the students just use one point of view or both points of view.

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3. Third, the students could start to research the topic to get ideas and support reasons for both sides of the argument. The students should use quotations, summaries, or paraphrases from the appropriate phrase of the readings to support the arguments.

4. After that, the students should decide whether they will use block or point-by-point organization.

5. Then, the students should write the first draft. Write an explanatory or an attention-getting introduction, as they prefer.

6. Sixth, the students could use the Self-Editing Worksheet and revise their essay if necessary.

7. The next step is that the students should exchange papers with a classmate. The aim of this step is to review each other.

8. Then, the students could make changes if necessary and write a final copy to hand in to the lecturer. The lecturer may ask the students to hand in their outline, drafts, and editing worksheets along with their final copy.

9. The last step is the students should record the sources, prepare a work cited or bibliography list in order to avoid any plagiarism.

These steps facilitate and help the students to produce a good argumentative essay which is based on its aim. Other suggestions and opinions will help the students to improve their quality in writing an argumentative essay.

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2.1.2.3.Self-Management to Enhance Writing Skill in Argumentative Essay The word management is a key term in understanding successful learners (Dembo, 2004). The students’ self-management influences their learning process. As the students develop their personal qualities to manage their learning, they will find that they are able to apply the same skills to situations outside the classroom. The students who realize the importance of self-management will be able to do a great deal to promote their own learning through the use of motivational strategies and time management. Moreover, the students who do self-management will be able to solve their problem in writing, especially for writing an argumentative essay.

Writing is a complex activity and that learning to write is even more complex (Sitko, 1998, McCutchen, 2006, Hayes, 2006 as cited in Hacker, Dunlosky and Graesser, 2009). Writing is considered as the complex skill because it involves multiple processes and abilities that can arise some problems for students. There are five areas of competence that have been identified as particularly difficult in learning to write: (a) generation of content, (b) creating an organizing structure for compositions (c) formulation of goals and higher-level plans, (d) quickly and efficiently executing the mechanical aspects of writing, and (e) revising text and reformulating goals (Scardamalia and Bereiter, 1986). If the students do not have the strategies to solve the problems on their writing, they will feel that writing is the most difficult thing to do all the time and that kind of thought should be stopped. As it is mentioned earlier, there are two self-management strategies used to become a successful language learners, those are self-motivation management and

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time management. In self-motivation management proposed by Schunk et al., there are indexes of motivation which will help the students to stay motivated. There are choice of tasks, effort, and achievement. There is also one way to manage the time by joining the quadrant II as conceptualized by Covey. These two strategies will help the students to enhance their writing skill in writing an argumentative essay.

2.1.2.3.1. The Use of Indexes of Motivation

As it is mentioned earlier, a good writer should have been motivated. The way to be motivated is by setting a goal. There will be no product if there is no goal. Goal is part of self-motivation. The students cannot be motivated if there is no goal in the learning process. Brophy (2005) notes related concerns about motivational goal orientation and its assessment generally, though his critique focuses largely on the performance goal. Writing is goal-directed activity (and thus, a problem solving activity) that involves both main goals and sub goals (Hayes and Flower, 1980). Therefore, the students need to set a goal when they are in writing course. The goal could be writing a product. A product in this context is an argumentative essay. The students need to be reinforced that they are in the class which obligates them to produce an argumentative essay, so the students will learn about it first and be motivated to do the assignment. There are two rules proposed by Schunk et. al in order to assess motivation on the students’ argumentative essay writing.

The first rule is choice of task. The choice of task is also important to assess the motivation of students on writing an argumentative essay. By doing the choice

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of task, the students will be able to choose what tasks they are willing to do first (Schunk, Meece, and Pintrich, 2014). If the students keep continuing the writing product without any complain and difficulty, it means that the choice of task is suitable for the students and makes them to stay motivated to accomplish the task. The examples of choice of task in this research are the freedom to choose his/her own title, the willingness to write based on its interest, the belief that the students could accomplish the task, and the responsibility which the students have as ELESP students in the fourth semester.

The second rule is the effort needed by the students. Learning is not easy. In addition, the students have to learn to write an argumentative essay CRW II class. The students need some effort to accomplish the task (Schunk, Meece, and Pintrich, 2014). There is one law of effort that has the relationship with the result. If the students put high effort especially on a difficult task, the students will get better achievement than they who do not put any effort on it. The difficult task here is writing an argumentative essay. Therefore, the students should put bigger effort to write an argumentative essay in order to get a better achievement, so the students will stay motivated during the process of writing. The examples of putting effort in this research are the students’ planning, organizing, ability, hard work as it is challenging while performing the task.

After knowing the rules of assessing motivation, the achievement is used to assess the students’ ability of doing something. The students who choose to engage the task, expend effort, and persist are likely to achieve at higher levels (Pintrich and Schrauben, 1992 as cited in Schunk, Meece, and Pintrich, 2014). The students

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have to achieve a good scores on writing an argumentative essay. Therefore, the students have to motivate themselves to achieve it by thinking of the good score they will achieve on writing an argumentative essay if they do it successfully.

2.1.2.3.2. Joining the Quadrant II of Time Management Matrix by Covey Time management is as important as it is boring. The students tend to avoid this strategy and just believe in themselves that they could do the assignment without any time management. Some students are successful for doing the time management, but some are not. Therefore, their mind needs to be opened by knowing which quadrant they are joining. There are four quadrants in Time Management Matrix proposed by Stephen R. Covey. The students will be lucky if they are already in quadrant II. However, how about them who are not joining quadrant II? Therefore, they need to know the importance of time management by joining quadrant II by looking at the benefits of it. By joining the quadrant II based on time management matrix, the students will be able to notice the quality of the assignment and the time they have to finish the task based on its importance and urgency.

By knowing this new type of time management, the students will be able to choose to work from the long-term quadrant or other quadrants. When the students want to less to struggle, they could choose to work in the long-term quadrant. “It helps the students to map their life out on a timetable they could see at a glance” (Rao, Chanok, and Krishnan, 2007, p. 14). It is interesting to know the importance

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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 thinking/taking 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.

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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

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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 using 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.

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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 Method/Design

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

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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.

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3.3. Research Population and Sample

In conducting a correlational research, the researcher used a population to be involved in the survey. Population is the entire group of people that the researcher desires to learn about (Stangor, 2007). According to Singh (2007), population is a group of individuals, objects, or items from among which samples are taken for measurement. The population of this research was the students of English Language Education Study Program of Sanata Dharma University batch 2014. It meant that all of the students of English Language Education Study Program who were taking CRW II class had an opportunity to be the participants of this research.

In this study, the researcher only investigated CRW II class because the researcher used simple random sampling. According to Cohen et al (2007) simple random sampling is as “a sample which each member of the population under study has an equal chance of being selected and the probability of a member of the population being selected is unaffected by the selection of other members of the population (p. 110). The researcher chose simple random sampling because the researcher wanted to generalize the result of this research. The researcher also wanted to say that the data found in this research were valid when the respondents in this survey were more than 30% of the population in English Language Education Study Program of Sanata Dharma University batch 2014. The classes had the possibility to be investigated and answer the research problem.

In this research, there were two variables. Those variables were dependent and independent variables. The independent variable was the degree of

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self-management ability that might be related to the dependent variable, which referred

to students’ score on writing an argumentative essay. These variables helped the

researcher to analyze and hypothesize the data effectively.

3.4. Generalization of the Result of Study

This research used quantitative research to generalize the result of study. Quantitative research is “a means for testing objective theories by examining the relationship among variables” (Creswell, 2009, p. 4). In this study, the researcher used inferential statistic to find out the correlation between the degrees of

self-management ability and the students’ ability on writing an argumentative essay.

The data would be analyzed by using Pearson Product Moment Correlation. The result of Pearson Product Moment Correlation coefficient (r) was used to test the significance between the degrees of self-management ability and the students’ ability on writing an argumentative essay. The result of sample in this research would be used to generalize the CRW II class that self-management ability was significant to enhance the students’ ability on writing an argumentative essay. Drawing the generalization of research was the key of quantitative research. If the p-value were less than 0.05, the data were called “statistically significant” and it was a good thing for the conclusion for this study (Vickers, 2010). The more random sample is, the data taken were able to be generalized and considered as valid.

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3.5. Data Gathering Technique

Gathering the data would help the researcher to answer the research problem. The researcher used the questionnaires and the students’ CRW scores on writing an argumentative essay. The researcher asked the students’ CRW scores on writing an argumentative essay to the lecturers as the confidential document. The scores would be used to identify the students’ ability on writing an argumentative essay.

The questionnaires were designed to assess the students’ motivation (based on the indexes of motivation by Schunk et al.) and time management (based on the time management matrix by Covey) as the strategies used to measure self-management ability. The complete questions would be provided in the appendix. The instrument would be collaborated with some appropriate statements to make it clearer to the respondents. The questionnaires in this research consisted of 15 questions related to the students’ experience while performing the task on writing an argumentative essay.

There were some steps of gathering data technique that were done by the researcher. First, the researcher asked the permission to the lecturer to conduct a survey research in the class. The permission was in the form of formal or informal. Then, the researcher also asked the permission to the students of conducting a research. The researcher announced to the students that they were free to choose whether they wanted to be the participant in this research or not. The next step was distributing the questionnaires to the students and asking them to complete the questionnaires. Based on the data, the researcher would be able to define the degrees

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of self-management ability. The researcher would collect and analyze the data to make a conclusion of them. The data were processed through the computational procedure. The appropriate statistical procedure of measuring a correlation was using Pearson Product Moment Correlation. According to the result of Pearson Product Moment Correlation Coefficient, the researcher would draw a conclusion referring to the research problem.

3.6. Instruments

In order to collect the data, the researcher used the questionnaires and the

students’ CRW II scores on writing an argumentative essay.

3.6.1. The Questionnaires

To gather the data, the researcher used the close-ended questionnaire to assess motivation (based on Schunk et al.) and time-management (based on Stephen R. Covey) in order to identify the degrees of self-management ability. The respondents would answer total of 15 questions. These questionnaires used checklist and likert rating scale. The scale used in this research was the ordinal scale. The ordinal scale was usually used in order to ask for opinions and attitudes (Cohen, Manion, and Morisson, 2007). The range of the scale was 1, 2, 3, 4, and 5, when 1 represented the lowest degree of self-management ability (strongly disagree) and 5 represented the highest one (strongly agree).

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The questionnaire used checklist and likert rating scale as the following:

Table 3.1 The Questionnaire Checklist and Rating Scale

No. Statements 1 2 3 4 5

Where,

1 = Strongly Disagree 2 = Disagree

3 = Neutral 4 = Agree

5 = Strongly Agree

Scale 1 (strongly disagree) shows that the students completely (or 100%) reject the statements for assessing their self-management ability. It means that the students never apply the indexes of motivation and time management on writing an argumentative essay. Scale 2 (disagree) shows that the students reject the statement for assessing their self-management ability. It means that the students feel disagree, but they know that there is a way to motivate and manage the time for themselves on writing an argumentative essay. Scale 3 (neutral) shows that the students have no opinions about the statements. The students are being neutral in these statements

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for assessing their self-management ability. Scale 4 (agree) shows that the students accept the statements for assessing their self-management ability. It means that they have applied the statements in their everyday life but it might be not as often as it is. Finally, scale 5 (Strongly Agree) shows that the students completely (or 100%) accept the statements for assessing their self-management ability. It means that they have applied the statements in their everyday life as often as it is.

These questionnaires would represent the students’ behavior and reflection through writing an argumentative essay. The questions in these questionnaires were intended to answer the research problem and provided the information needed by the researcher. Since the questionnaires were used to answer the research problem, the researcher would provide the blueprint in order to guide the development of it.

The blueprint would be shown in the table.

Table 3.2 The Self-Management Questionnaires Blueprint – Part I

Focus of Area SELF-MOTIVATION TIME

MANAGEMENT

Number of Questions 9 6

Batch/Semester 2014/IV 2014/IV

Class CRW II CRW II

Response Categories Likert Scale of Frequency (Agree-Disagree)

Likert Scale of Frequency (Agree-Disagree)

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Table 3.3 The Self-Management Questionnaires Blueprint – Part II

SELF-MOTIVATION TIME MANAGEMENT

Index of motivation : there are three indexes of motivation: choice of task, effort, and achivement. However, in the questionnaire, only choice of task and effort which are showed. The achievement will be taken by the scores result of students’ writing.

Based on Covey “Time Management Matrix”, especially it focuses on the

Quadrant II.

Table 3.4 The Self-Management Questionnaires Blueprint – Part III SELF-MOTIVATION

INDICATORS NUMBER

The students are aware of their selection of a task under free-choice conditions that indicates motivation to perform the task.

The students are aware of having their willingness to perform the task based on their interest.

2 The students are aware of the

importance of having the positive belief during performing the task.

3 The students are responsible for their

obligation as the PBI students in the 4th semester.

4 The students are aware of giving high

effort on planning what to write on performing the task.

5 The students are aware of giving high

effort on organizing every data needed to perform the task.

6 The students are aware of giving high

effort on performing the task, especially on difficult one.

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TIME MANAGEMENT

INDICATORS NUMBER

The students are aware of their time using based on its importance, not urgency.

10-12 The students are aware of their time

using especially when one encounters obstacles is associated with higher motivation.

13-15

3.6.2. The Students’ Scores in CRW II Class

In order to find out the relationship of the degrees of self-management ability and the students’ ability on writing an argumentative essay, the researcher

used the students’ scores on writing an argumentative essay in CRW II class. The scores were in form of numbers. The data were taken from CRW II lecturers.

3.7. Data Analysis Technique

Before analyzing the data, the researcher made the hypothesis to be tested through this research.

3.7.1. Hypothesis

The hypothesis was a formal statement that presented the expected relationship between an independent and dependent variable (Creswell, 1994). A hypothesis was “a statement about what we expect to happen in a study” (Mackey and Gass, 2005, p. 100). The hypothesis would give the researcher directions to the collection and interpretation of the data (Ary, Jacobs, and Sorensen, 2010). Based

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on the theories, the researcher formulated the hypotheses. In conducting the research, there were hypotheses that will be tested. The hypotheses were stated as follows:

3.7.1.1. Conceptual Hypothesis

There are two conceptual hypotheses:

 Ho: there is no relationship between the self-management ability and

students’ ability on writing an argumentative essay.

 H1: there is relationship between the self-management ability and

students’ ability on writing an argumentative essay.

3.7.1.2. Operational Hypothesis

The operational hypotheses of this study are:

 Ho: Correlation coefficient (Pearson Product Moment Correlation

Coefficient) between the self-management ability and students’ ability on writing an argumentative essay is equal to zero.

 H1: Correlation coefficient (Pearson Product Moment Correlation

Coefficient) between the self-management ability and students’ ability on writing an argumentative essay is not equal to zero.

The following formula was used to find out the correlation coefficient (r) between the self-management ability and students’ ability on writing an argumentative essay (Kothari, 2004).

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� = � ∑ − ∑ ∑

√{� ∑ 2_{− ∑} 2_{}{� ∑} 2_{− ∑} 2_} Where,

r = determining Pearson Product Moment Correlation Coefficient n = the number of subjects in the research

x = the degree of self-management ability

y = the students’ score in writing an argumentative essay Statistical hypothesis of the relation between variables

Ho : r = 0

H1 : r ≠ 0

Where r = Pearson Product Moment Correlation coefficient

Null hypothesis (Ho) would be rejected if p-value were less than 0.05 (95%).

Therefore, to find out the relation, it would be analyzed by using Pearson Product Moment Correlation coefficient.

The data from the study were analyzed by using SPSS v.16 full version. Percentages and frequencies of the data would also be documented. The Pearson Product Moment Correlation Coefficient (r), mean, median, modus, and graphic for the degrees of self-management ability and the students’ ability on writing an argumentative essay were analyzed using SPSS v.16. Furthermore, the correlation coefficient would be calculated. The Pearson Product Moment Correlation Coefficient (r) was used to see if a relationship existed between the degrees of

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self-management ability and the students’ ability on writing an argumentative essay. In addition, the statistical data of this research would be calculated in order to test the hypothesis whether it was accepted or rejected. The result of the data analysis was intended to generalize the result of this research.

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37 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the findings of the research which give answer to the research question whether there is a relationship between the self-management ability and students’ ability on writing an argumentative essay in CRW II class. The important aspects of self-management ability which contribute to the

students’ ability will be discussed based on the data gathered by the questionnaires. The analysis consists of data presentation, data analysis, and discussion.

4.1. Data Presentation

In order to answer the research problem, the detail of the data was presented as the following.

4.1.1. The Setting of Research

The population of this research was PBI students who were taking CRW II class. It meant that all the students had the opportunity or possibility to be the sample of this research as far as they were taking CRW II course. In this research, the samples of this study were chosen randomly from PBI students batch 2014 in the fourth semester. The researcher distributed the questionnaires randomly for three times. The research was conducted on the English Language Education

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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.

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The researcher gave the participants time to do the questionnaires and collected it in the following day. Then, the researcher listed 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 questionnaires 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

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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 0 0

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

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that the mean was the lowest, followed by median and mode which had the same numbers. It meant that �̅ < Me≤ Mo (�̅ = 54.13, Me= 57, Mo=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

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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.

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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

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calculating the variance of the data, the standard deviation of this variable was 7.378. Therefore, the researcher would like to present the graphic in order to show the significant of the students’ argumentative essay scores and the frequency.

Graphic 4.2 A Histogram of Students’ Argumentative Essay Scores

Graphic 4.2 provides the frequency of the students’ argumentative essay scores in the variant group. Most of the students were moderate up to high scores. It meant that CRW II class had provided an opportunity for the students to enhance their ability on writing an argumentative essay.

4.1.4. The Raw Data of the Questionnaires

The questionnaires were made by combining with some questions, which could investigate the possibility of the relationship between the self-management

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ability and students’ ability on writing an argumentative essay in CRW II class.

The questionnaires considered as questionable because it presented the degrees of self-management ability mostly. The researcher used the checklist and rating scale (likert scale) in order to find out the degrees of self-management ability in

enhancing the students’ ability on writing an argumentative essay. The researcher

used 3 in rating scale to make the participants acquitted in answering the questionnaires. Cohen et al. stated that using 3 in rating scale might prevent the lack of open-ended questionnaires which the participants were unwilling to answer definitely for one reason or another (Cohen, Manion, and Morisson, 2007, p. 158). After collecting the questionnaires, the data were categorized into some groups in order to find out the frequency and the percentage of the data. The checklist and rating scale were presented as the following:

Table 4.4 The Questionnaires Used the Checklist and Rating Scale

No Statements The Degrees of Self-Management Ability

1 2 3 4 5

Where,

1 = Strongly Disagree 2 = Disagree

3 = Neutral 4 = Agree

(1)

Based on Your Own Experience Writing an Argumentative Essay

Name : _________________________________ (*) St. Number : _________________________________ Phone Number : _________________________________

(*) Your IDENTITY will not be published by the researcher. If you have any question, you can contact me.

(2)

Read the statements carefully. Answer honestly based on your experiences in the process of writing an argumentative essay, as THERE IS NO RIGHT OR WRONG ANSWERS. Please PUT A THICK (√) ON THE COLUMNS, that indicates your response to the following statements.

1 = STRONGLY DISAGREE 2 = DISAGREE 3 = NEUTRAL

4 = AGREE 5 = STRONGLY AGREE

No. Statement 1 2 3 4 5

The lecturer gives me freedom to choose my own title for writing an argumentative essay

2 I am willing to write an argumentative essay because it is interesting.

3 Whether the topic is difficult or easy, I am sure I can finish it.

I take full responsibility to write an argumentative essay as the obligation of PBI student in the 4th semester.

I plan to write an argumentative essay perfectly from the introduction, body paragraph and conclusion.

I organize every data (wheter sources or arguments) that I need for writing an argumentative essay well.

I want to do as best as I can be to write an argumentative essay because it is important for me to show my ability to my family and friends.

I work hard (whether at home or campus) because writing an argumentative essay is challenging.

(3)

Considering the difficulty of writing an argumentative essay and my skills, I think I have done well in performing this task.

I prioritize my activity in order of importance, not urgency (including the importance of writing an argumentative essay).

Making daily or weekly lists makes me feel overwhelmed because it shows me how to divide my time well (including when to start writing an argumentative essay).

I do not procrastinate since I cannot work better under pressure, especially when I need to think hard on writing an argumentative essay.

Each time I start something, I seem to be interrupted by family or friends but I can still handle the project of writing an argumentative essay on time.

14 I keep continuing my writing project rather than doing unprofitable activities.

I feel satisfied with my time management because I use my time effectively (whether to do my assignment or something else)

(4)

(5)

The Degrees of Self-Management Ability and the Students’ Ability Participants Degree of

Self-Management Ability Students’ Score

1 59 85

2 60 86

3 58 84

4 53 78

5 58 88

6 59 88

7 57 82

8 56 83

9 64 89

10 60 87

11 64 92

12 60 85

13 25 72

14 58 88

15 52 78

16 58 84

17 57 84

18 48 76

19 57 85

20 58 84

21 44 66

22 60 86

23 44 69

24 55 80

25 59 87

26 57 81

27 59 85

28 49 75

29 63 89

30 56 81

31 43 63

32 64 92

33 59 82

34 58 84

35 60 86

36 63 88

37 56 80

(6)

39 60 87

40 61 88

41 47 78

42 57 84

43 51 77

44 47 73

45 48 77

46 44 69

47 49 74

48 55 80

49 51 76

50 47 72

51 57 83

52 50 78

53 47 61

54 49 68

55 53 68

56 50 73

57 57 68

58 54 81

59 40 76

A correlation between the self-management ability and student`s ability on writing an argumentative essay in critical reading and writing II class.

A CORRELATION BETWEEN THE SELF-MANAGEMENT

ABILITY AND

STUDENTS’ ABILITY

ON WRITING AN

ARGUMENTATIVE ESSAY IN CRITICAL READING

AND WRITING II CLASS

Good, better, best. Never let it rest.

‘Til your good is better and

your better is best.

St. Jerome

I dedicate this thesis to my parents:

Triyono Retno Nugroho and Kumalawati

and my beloved sister

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Dukungan

Links

A correlation between the self-management ability and student`s ability on writing an argumentative essay in critical reading and writing II class.

A CORRELATION BETWEEN THE SELF-MANAGEMENT

ABILITY AND

STUDENTS’ ABILITY

ON WRITING AN

ARGUMENTATIVE ESSAY IN CRITICAL READING

AND WRITING II CLASS

Good, better, best. Never let it rest.

‘Til your good is better and

your better is best.

St. Jerome

I dedicate this thesis to my parents:

Triyono Retno Nugroho and Kumalawati

and my beloved sister

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