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.
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.
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
By
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
iv
Good, better, best. Never let it rest.
‘Til your good is better and
your better is best.
St. Jerome
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.
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.
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.
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.
ix
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
x
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.
xi
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
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
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
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
xv
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
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’
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
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,
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
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
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
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
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
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
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
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
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
(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
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
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
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
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
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
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
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
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
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”
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
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’
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.
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
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
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
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
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
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
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
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
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)
Table 3.3 The Self-Management Questionnaires Blueprint – Part 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.
1
TIME MANAGEMENT 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
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)
� = � ∑ − ∑ ∑
√{� ∑ 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
