THE EFFECT OF TIME MANAGEMENT SKILLS AND SELF ESTEEM

OF ENGLISH EDUCATION STUDENTS OF FACULTY OF TEACHER

TRAINING AND EDUCATION ON THEIR GRADE POINT AVERAGE
(GPA) AT SRIWIJAYA UNIVERSITY

Tria Febri Ramadhania

06011281621022

CHAPTER I
INTRODUCTION
This chapter describes (1) background of the study, (2) the problems of the
study, (3) the objectives of the study, and (4) the significance of the study.

1.1 Background of the Study

As an international language, English is one of the languages used to
communicate around the world. Cahyono (2010, p. 91) states that English has
developed into a tool for communicating in transportation, tourism, trade,
banking, the technological process, diplomacy, and research of scientific. In
language learning, the English language contains four language skills, such as
listening, speaking, reading, and writing. Beginning to learn English at an earlier
age is the greatest approach to grasp the language. Therefore, this is an important
job for teachers in the teaching process. The teaching of English is concerned
with the learners’ skills to be capable of mastering four language skills, including
reading, listening, speaking, and writing skills (Depdiknas, 2003, p. 6). As a
result, teaching and learning English are necessary for education that takes part in
new generations to compete with others in global competition.
Nowadays, education takes to hold up a prominent role in this era. Education
cannot be divided from human life. Furthermore, both men and women must be
educated. There is no limitation to get an education because everyone has equal
rights. Johan and Harlan (2014) state that education can be a bridge that guides
human beings’ futures well. Hence, there is never too late to get an education even

1
they are too young or too old especially to be a student. By getting an education,
students can reach their goals in the future. Likewise, students should gain
knowledge and skills in order to improve their overall standard of living.
However, this also becomes a major priority for educators to guarantee the quality
of students’ performances by assessing them using the Grade Point Average
(GPA) throughout the learning and teaching process.
Sadler (2015) states that Grade Point Average (GPA) is a summary statistic
which shows a student's average achievement in their studies over a certain period
of time, such as one semester. Grade Point Average is usually used as an indicator
or numerical representation of students’ academic performances. Furthermore,
GPA also becomes a standard factor for educators to assess the progression and
the success of students in the learning process. Meanwhile, it is very difficult for
students to get a high GPA which can influence their academic performances.
Many factors can act as obstacles to achieve a high GPA among students such as
gender, previous academic performance, time to spend studying, learning skills,
and so on (Yogendra, 2017). In addition, according to Oyelade, Oladipupo,
and Obaghuwa (2010), “Poor time management skills and low self-esteem can act
as obtained to the academic performance of University students.” Hence, this
research specifically analyzes only two factors such as time management skills
and self-esteem that can influence students’ Grade Point Average (GPA).
Khan and Nasrullah (2015) state that time management takes part in a vital
role to improve students’ academic achievements and performances. Time
management is an essential skill that should be mastered by all of the students to
transform them into the professional world. If students can manage their time,
they absolutely will achieve their goals in the proper time. As a result, the students
must be able to manage their time effectively. In addition, according to Eid, Safan,
and Diab (2015), “Time management skills include activities performed by
students such as planning in advance, prioritizing work, test preparation, and
following schedules.” The students can prioritize which work they have to finish
first depending on deadlines and the difficulty level of the assignment or lesson.
They have short-time and long-time planning to specify which one they have to

2
do. On the other hand, students with good time management skills will not waste
their precious time. It can be distinguishable between a successful and a poor
student, so that the student who is more struggling, maybe one of the successful
students.
Meanwhile, if students lack time management skills, it will encourage them to
procrastinate by playing a variety of entertainment, such as playing video games
and social media networking. As MacCan, Fogarty, and Roberts (2012) state that
poor time management and delaying deadlines can be a major source of poor
academic performance. Nowadays, students tend to put off academic work until
the last possible minute. They waste their time doing other works that make them
not feel stressed. Ferrero, Sainz, and Ugidos (2019) state that all activities are
defined by the student's skill to achieve the stated objectives without anxiety,
pressure, or the feeling of being unable to complete all tasks, with the scholar
often unaware of the "correct" time management. Students must not utilize their
useful time struggling. Therefore, students must be confident in the learning
process so that they can manage their time without under pressure feeling, such as
no having low self-esteem.
Self-esteem is more fundamental and is about the sensation of being worth
something simply because we are who we are, and not because we have done
something (Bakhtiarvand et al., 2013). In the field of education, self-esteem is one
of the psychological variables or individual characteristics that has been
investigated. Self-esteem is defined as feeling worthy and revered which will
influence people’s behaviors and drive motivation. It gives positive and negative
impacts for someone who has confidence in the ability to compete, perform, and
satisfactorily complete their works. It depends on their interpretation of success.
Rakasiwi, Zulharman, and Firdaus (2011) found that there were three high
achieving students seen from the easy attitude sociable, adaptable, trusting high
self, open to receive suggestions, optimistic, patient, calm and proud about
himself. Meanwhile, three low achievement students always have a pessimistic
attitude, easily discouraged, depressed and difficult to interact with others. Thus,
there are some differences between students who have high self esteem with

3
students who have low self esteem. Furthermore, the students with high self-
esteem are more proficient in completing assignments, academic achievement,
and problem-solving issues rather than students with low self-esteem (Alavijeh et
al., 2018).
Therefore, in this research, the problem raised is how the impact of self-
esteem and time management skills on students’ academic achievement is shown
by their Grade Point Average (GPA) score. This research is very important to do
because by knowing the impact of these two things, students will direct
themselves to be able to manage themselves and foster self-esteem on themselves
in order to increase their academic achievement. The difference between this
research and previous research is that the previous research separated
management skills and self-esteem and focused on only one, but in this study, the
researcher will examine both. Thus, the students are aware of what they must
accomplish and what they must leave.
In this case, the researcher wants to do this research on English Education of
the seventh semester students of the Faculty of Teacher Training and Education,
Sriwijaya University. The researcher chooses seventh semester students because
in this semester many students cannot longer manage their time properly because
most of students had worked. In addition, they are more focused in finding the
title of the thesis because they are already thinking about the graduation. Thus, it
is not uncommon for them to have low academic scores so that their Grade Point
Average (GPA) is also lacking. Some of students who have difficulty maintaining
academics make their self-esteem decrease. Students with low self esteem can
affect the way they reach academic achievement. They suffer feelings of
inadequacy and worthlessness as well as a general negative view on a variety of
things, including other people and their situations (Mackinnon, 2015). They will
doubt themselves so that the results of the student even worsen their academic
achievements and feel that they have lower self-esteem than other friends. On the
other side, students that have high self-esteem typically believe they are capable
of taking a risk and worthy of failure. They are also able to set higher goals for
themselves and again, have high confidence. In addition, Baumeister (2003) states

4
that people who have high self-esteem are more likely to keep going when faced
with a challenging task than those who have low self-esteem. Therefore, the
researcher is interested in conducting research to see how students manage time
and how self esteem and its impact on students themselves.
Based on the description above, the researcher would like to find the effect of
time management skills and self esteem on students’ Grade Point Average (GPA)
at Sriwijaya University. The researcher will describe whether or not time
management skills and self esteem have an effect on students' Grade Point
Average (GPA), particularly for seventh semester English Education students of
Faculty of Teacher Training and Education at Sriwijaya University. The
researcher would like to conduct the descriptive quantitative study entitled “The
Effect of Time Management Skills and Self Esteem of English Education Students
of Faculty of Teacher Training and Education on Their Grade Point Average
(GPA) at Sriwijaya University“. The result is expected to know the effect of time
management skill and self esteem on students’ Grade Point Average (GPA).

1.2 The Problems of the Study

The effect of self-esteem and time management skills on Grade Point
Average (GPA) among English Education students at Sriwijaya University's
Faculty of Teacher and Training Education is investigated. To conduct this study,
the following research questions are established.
a. Is there any significant effect of time management skills among seventh
semester students of English Education Study Program of Faculty of
Teacher Training and Education on their Grade Point Average (GPA) at
Sriwijaya University?
b. Is there any significant effect of self esteem among seventh semester
students of English Education Study Program of Faculty of Teacher
Training and Education on their Grade Point Average (GPA) at Sriwijaya
University?
c. Is there significant effect of time management skills and self esteem
among seventh semester students of English Education Study Program of

5
 Faculty of Teacher Training and Education on their Grade Point Average
(GPA) at Sriwijaya University?

1.3 The Objectives of the Study

Based on the problems of the study, the objectives of the study are
a. To know there is any significant effect of time management skills among
seventh semester students of English Education Study Program of Faculty
of Teacher Training and Education on their Grade Point Average (GPA)
at Sriwijaya University or not.
b. To know there is any significant effect of self esteem among seventh
semester students of English Education Study Program of Faculty of
Teacher Training and Education on their Grade Point Average (GPA) at
Sriwijaya University or not.
c. To know there is any significant effect of time management skills and self
esteem among seventh semester students of English Education Study
Program of Faculty of Teacher Training and Education on their Grade
Point Average (GPA) at Sriwijaya University or not.

1.4 The Significance of the Study

Many factors affect the students to maintain a high Grade Point Average
(GPA) over their college years. It could be aimed by faculty members in
expanding the strategies to improve students’ academic achievement. This
research is hoped to give much significance for many parties. Theoretical and
practical contributions are expected from this research.
a. Theoretically, this research gives positive contribution in education
especially for English lecturers and English Education students at
Sriwijaya University. This research contributes to the development of
science, especially the problem of time management skills, self esteem,
and Grade Point Average (GPA). It is utilized to increase the knowledge
about Grade Point Average (GPA), self esteem, and time management

6
 skills of English Education students of Faculty Teacher Training and
Education at Sriwijaya University.
b. Practically, this research is expected to be beneficial for English
Education students at Sriwijaya University to increase their Grade
Point Average by maintaining time management skills and self esteem.

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 CHAPTER II
LITERATURE REVIEW
This chapter presents (1) time management, (2) self-esteem, (3) Grade Point
Average (GPA), (4) the previous related studies, and (5) hypothesis research.

2.1 Time Management

Time is very limited. Christopoulos (2014) states that time could be
a dimension and durations in which events can be requested from the past through
the present into the longer, as well as the measurement of occurrence periods and
distances between them. People just have so many hours in each day to live their
lives, complete the tasks they want to complete, and take care of their families.
Every minute people spend in frustration over a nearly insurmountable challenge
could be a moment deducted from the time they have set aside to enjoy life. Even
their work should give them a sense of pride, the gratification of success for a job
well completed, and financial incentives that enable them to enjoy their personal
lives even more.
Some people have busy schedules, such as educational requirements, job
duties, and household chores. It is required for them to manage their time
effectively to prevent feeling stressed due to education and work field. Less stress,
more confidence, reduced frustration, greater fulfillment are all benefits that flow
from leading a time-managed life. Kapur (2018) states that time management is a
skill that individual should learn effectively regardless of their age, work,
occupations, caste, class, creed, or religion. Time management will assist people
to help jobs easier, and make them more productive. Additionally, it will assist
people in applying the skills they gain in the job to their lives outside of work,
such as at home, in their relationships with family and friends, and in general.
Furthermore, time management gives an opportunity for every individual to
choose the most important things they have to do first. In addition, every people
should prioritize the work that should be put into practice first and to prevent the
procrastination. By managing time, people not only prevent the procrastination,
but also they can focus on their studies or works.

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 Time management is one of the factors that affects academic achievement.
According to Khatib (2014), “Good time management such as setting goals and
priorities as well as monitoring the use of time can facilitate productivity and
minimize stress, contributing to work effectiveness, maintaining balance and
academic success.” The role of time management is very important in the learning
process, because it can affect learning outcomes (Ariga, Astuti, et al., 2020).
Students who study hard and have regular study habits can achieve academic
achievement as much as possible. They are expected to be able to complete their
study within a certain period of time, so that the students must be able to manage
their time well. Meanwhile, college students face difficulties to manage their time
effectively.
According to Santya (2016), “Students who are in the final semester usually
start rarely taking theoretical lectures so they have a lot of free time and do not
have class schedules.” Therefore, the college students usually do not only study at
the university, but most of them also have part-time job. According to Lin &
Ching (2014), “Part-time (PT) job has long been a part of the university student
experience.” From student's point of view, part time job is frequently an
introduction to the world of work, and their experiences are useful for both
personal and professional development. Muluk (2017) states that the students with
part time job do not have the tendency of higher achievement rather than the
students who do not do part time job. They do not only focus on their studies, but
also on part time jobs. As a consequence, they cannot manage their time for
studying well. After working, they fell tired and do not care more about their
homework or tasks. However, more important than that, doing some assignments
and the test also needs good time management. Students should have enough time
to read, comprehend, and respond to study questions. Students who do not
manage their time well will spend a lot of time on certain parts of the test and will
not notice the allocated time to complete the test or assignment.
The students might feel that there are not enough hours in the day to do
everything and manage their study time badly. This can lead to deadlines being
missed, producing work that is not of the best ability and feelings of frustration

9
and stress. However, it is possible to find ways to help the students cope better
and enable them to be in control of their time and studies. Therefore, good time
management skill is one of the most study skills needed for the students to get
good grades.
Every student should not only comprehend, but also apply time management.
Khanam and Syed (2017) state that many college students complain about the
length of time required them to complete certain tasks, and they are frustrated
because they are unable to complete them before the deadline. Time management
is absolutely crucial, especially for college students, because it will help them to
improve their grades and performance. According to Das & Bera (2021), “Time
management plays an important role in students’ academic achievement and
progress.” Students, on the other hand, frequently face difficulties such as task
aversion and ambiguity, leading them to delay due to a lack of organizational
abilities. As a consequence, the students will be unable to organize their
responsibilities according to their priorities, causing them to get easily sidetracked
and procrastinate. Thus, time management is quite important for many college
students, and it is one of the keys to achieve better academic achievement.
A large number of academic research concentrating on the relationship
between time management and academic achievement may be found in the
relevant literature. The related literature revealed the college students' time
management attitudes and ability levels, as well as the consequences of these
abilities on academic achievement. According to the findings, the majority of
students had intermediate time management abilities, with just a small percentage
having good time management skills (Yilmaz, Yoncalik, & Bektaş, 2006).
Moreover, According to Khan (2015), “Time management plays a vital role in
improving student’s academic performance and achievements.” Therefore,
students' time management skills have a significant impact on their academic
achievement which is one of the predictors of academic performance.

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2.1.1 The Aspects of Time Management Skills
According to Atkinson (in Luthfiana, 2010), the aspects of time
management are stated as follows:
a. Setting a goal
Setting goals can help individuals to focus on the work to be
carried out, focus on the goals and objectives to be achieved, and be able
to plan something within the time limit that has been provided.
b. Organizing the priority
Prioritizing needs to be done considering the limited time available
and not all works have the same significances. Priority order is made to
consider which things are felt to be urgent, important, or vital that must
be done first.
c. Organizing schedule
The schedule is a list of activities to be carried out along with the
time sequence in a certain period. The function of organizing the
schedule is to prevent scheduled clashed, forgetfulness, and to decrease
haste.
d. Being assertive
Assertiveness can be interpreted as a firm attitude to say “no” or
refuse a request or task from another person in a positive way without
feeling guilty and being aggressive.
e. Being firm
Being firm is a strategy to avoid infringement of rights and ensure
that others do not reduce the effectiveness of the use of time,
f. Preventing procrastination
Delays in carrying out tasks can lead to failure to complete work
on time, then damage the schedule of activities that have been well
prepared, and interfere with the achievement of the goals that have been
set.

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 g. Minimize wasting time
Wasting time includes all activities that take up time and do not
provide maximum benefits, so individuals often delay doing important
activities.

2.1.2 Time Management Dimensions

Procedures and high-quality planning behaviors are required for effective
time management and time use. The students can use their times by
maintaining time logs, setting immediate and long-term aims, prioritizing
tasks, making to-do lists and arrangements, and organizing the works they
will do first. Time-saving strategies and behaviors could be classified into a
variety of categories, and they can all contribute each other. There are three
surfaces of time management behaviors: short-range planning, long- range
planning and time attitudes (Laurie & Hellsten, 2002). The ability to set out
and systematize responsibilities in a short period of time is known as short-
range planning. The ability to manage daily tasks over a longer period of
time by keeping track of important dates and defining goals through
postponement is known as long-range planning. In addition, time attitude is
the tendency of the conscious and conception in the use of time.
a. Long-Range Planning
Long-range planning includes setting long-term goals and
following to a set of routines. This is classified as time management
activities that reach long-term goals. Kelly (2004) states that the daily
tasks that must be completed, time limitations, and priorities, which
strengthens the feeling of having control over time, allowing one to deal
with all activities in the long term. The students who apply long-range
planning can bring them to improve the time management skills.
b. Short Range Planning
Short-range planning is classified as time management activities
that are surrounded by a daily or weekly time framework and include
activities like goal setting at the beginning of the day, planning and

12
 prioritizing daily behaviors, and creating work contents (Yilmaz et al.,
2006). Numerous research have discovered that short-term planning
behavior, which involves anticipating time in the short term and is
limited to a week or less, has a positive link with grade point average.
c. Time Attitude
Time management involves a significant shift in priorities: focus
on results rather than being busy. There are numerous examples of
students who waste their lives in discolored activities and their efforts to
the inappropriate responsibilities or having failed to focus their activities
efficiently. Students' time attitudes are the behaviors related to paying
attention to the time planning and allocating additional time for the
scheduled activities. Thus, time attitudes include the view that the
students are in control of time, the view that the students are efficiently
managing their time, and the view that the students are utilizing their
time productively.

2.2 Self Esteem

Self esteem is an evaluation made by an individual and usually associated
with the worthy of themselves. It expresses an attitude of agreement or
disagreement and shows individual is capable, important, successful, and
valuable. Khalek (2016) states that personal perceptions regarding abilities,
aptitudes, and social relationships are associated to self-esteem. It is the way to
improve people’s potency in knowledge with motivation from their mind and it
will change their behavior more positively in their environment. It is also related
to how people judge about themselves which will affect their behavior in daily
life. According to Hepper (2016), “Self esteem is typically viewed as a continous
dimension ranging from high to low.” People with high self-esteem feel extremely
positively about themselves, while others with low self-esteem feel ambivalent or
doubtful about themselves. Therefore, self-esteem have any contribution of setting
self with powerful motivation. It also can make good atmosphere in every place
that people stand on.

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 Lack of self-esteem in students can affect academic problems and social
appearance, this is very related to the view that the higher academic or active
scores in organizations make students' self-esteem higher while for students who
have difficulty maintaining academics make their self-esteem decrease. Stuart,
Sundeen, & Keliat in Hidayati (2016) state that the students with high self-esteem
will show self-acceptance behavior, confident and satisfied with their own
abilities, while the students with low self-esteem will not appreciate the abilities
they have and cannot adjust to their environment. Students with low self esteem
can affect the way they reach academic achievement. They will not appreciate
their own abilities and always doubt themselves so that the results of the student
even worsen their academics and feel that they have lower self-esteem than other
friends.

The criteria of self-esteem will be critically discussed in this research. The

first section of the chapter examines the character of self-esteem. The research
focus on figuring out what experiences lead to high and low self-esteem. The
research will investigate whether or not students have high or poor self-esteem.
Finally, several outstanding disputes in the field will be discussed.

2.2.1 The Characteristic of Self Esteem

a. Global Self-Esteem
The term "self-esteem" is most generally used to define a
personality feature that expresses how people feel about themselves in
general. It refers to the feelings of affection for oneself how individuals
feel about themselves. Since it is essentially consistent through time and
in diverse circumstances, the researcher refers to this form of self-esteem
as global self-esteem or trait self-esteem.
b. Self-Evaluations
The phrase self-esteem may also relate to how people assess their
varied competencies and characteristics. A student who questions his or
her abilities in school, for example, is considered to have poor academic
self-esteem, but a student who believes he or she is popular and well-

14
 loved has strong social self-esteem. Similarly, students talk of having
great self-esteem at science and poor self-esteem in sports.
c. Self-Worth Feelings
Finally, the phrase "self-esteem" refers to fairly fleeting emotional
states, particularly those that result from a favorable or bad
consequence. It refers to temporary emotional feelings. This is what
people mean when they talk about experiences that either boost or
undermine their self-esteem. For instance, a student's self-esteem may be
sky-high after a good grade, or a student’s self-esteem may be sky-low
after receiving a rejection letter from their favorite school. Being
satisfied or proud of oneself (on the positive side) or feeling
embarrassed and ashamed of oneself (on the negative side) are the
examples of self-worth feelings.

2.2.2 The Categories of Self Esteem

Due to its significant impact on learning a foreign language, self-esteem
can either be a positive or negative effect in the study of language.
Two different types of self-esteem exist:
a. High Self Esteem
High self-esteem enhances initiative and pleasant feelings towards
learning. It leads learners to get happier outcomes regardless of stress or
other circumstances. James (1890) one of the founding fathers of
Western psychology argues that self-esteem is an important aspect of
mental health. People with high self-esteem experience more happiness,
optimism, and motivation than those with low self-esteem, as well as
less depression, anxiety, and negative mood. A high level of self-esteem
supplies individuals with the ability to accept happy moments, to handle
unpleasant situation, to cope effectively with challenges, to engage in
close relationship and to improve their strengths. High self-esteem is
also considered to positively moderate the expression of dysfunctional
schemata and depressive symptoms at the experience of negative life

15
 events (Stavropoulus, Lazaratou, Marini and Dikeos, 2005) According
to Brown (2000) the student with high self-esteem is as in the
followings. She/he:
1. Is open to criticism and deal with mistakes comfortably. They will
learn their failures as the experience which leads to a better life.
2. Can give and receive expressions of feeling, appreciation and so on
spontaneously
3. Has better relationships with people and make better impression on
others because they tend to be likeable and attractive.
4. Accepts changes in different life aspects and behave flexible in
responding to situation and challenges without being worried.
5. Can handle under conditions of stress.
6. Speaks about his proficiency and lack of it with honesty and without
being embarrassed because they appreciate their own merits,
worthiness, and capabilities of doing well in some contexts.
7. Has more willingness to speak in groups easily and confidentially
without being shy and fear of making mistakes.
8. Does not consider him or herself inferior to others and think that all
people have the same ability.

b. Low self-esteem
Low self esteem is a debilitating condition that keeps learners from
realizing their full achievement. Reddick in Larson (2009) considers that
“low self-esteem will also mean a development of a poor or negative
self-image. Such beliefs can become self-fulfilling prophecy of
expecting to fail”. Therefore, every learner with low self-esteem feels
unworthy and incompetent or incapable because of his poor feelings
about himself. People with low self-esteem suffer from feelings of
worthlessness, inferiority, and emotional instability, so leading to
dissatisfaction with life. According to Brown (2000) the students with
low self-esteem is as in the following. She/he:

16
 1. Feels awkward, shy, conspicuous and unable to express him or
herself with confidence.
2. Is worried about making mistakes and is always embarrassed to
expose him or herself to anything new or a particular situation.
3. Is hyper sensitive and hyper alert to signs of rejection.
4. Deals with life in a protective and defensive manner.
5. Is depressed, unhappy and shows a greater degree of anxiety and
aggression.
6. Does not feel satisfaction with his/her life and underestimates with
their abilities.
7. Is vulnerable to criticism and has greater social anxiety.
8. Feels inferior to others or unworthy.
9. Does not like leadership role or voluntary tasks.
10. Behaves inconsistently.
11. Suffers a lot from personal mistakes and sees failure as a result of
deficiency in his/her abilities

2.2.3 Aspects of Self Esteem

Tafarodi & Swann (2001) state that there are two aspects of self esteem,
such as:
a. Self-Competence
According to Swann (1995), “Self competence is the overall sense of
oneself as capable, effective, and in control. The people who have
positive self-competence will tend to feel that they have good abilities
and satisfied with their own abilities. Self-competence is the results of
influencing one's social and physical environment efficiently in order to
realize goals.
b. Self-Liking
This aspect is an individual's feeling of worth about
himself in a social environment, whether he is a good

17
 person or a bad person. This refers to the individual's social judgment

in determining himself, regardless of how the individual thinks others see him.
Based on some aspects which are explained above, it can be
concluded that self esteem is self-evaluation based on
one's own competence, which includes having the ability,
the capacity to be effective, the ability to regulate
oneself, and the ability to be trusted.Meanwhile, Self
liking includes evaluation and acceptance of oneself. This
makes self competence and self liking comprehensively
represent the picture of self esteem that will be examined
in this study.

2.3 Grade Point Average (GPA)

The final average that assesses a student's performance is known as Grade
Point Average (GPA). Andrew and Yogendra (2017) state that Grade Point
Average (GPA) is used to assess students' academic achievement, it is essential to
identify and comprehend the factors that influence the Grade Point Average of
students. The GPA is calculated by adding up the number of grade points a
student earned over in a period of time. This is utilized to assess students’
performances. Furthermore, Sadler (2015) states that Grade Point Average (GPA)
is a summary statistic that represents a student's performance in their academic
during a particular time period, such as a semester. .
A cumulative grade point average (CGPA) is calculated by dividing all of a
student's total earned points by the total number of points available. Grade Point
Average is the basis for students that will be judged on the quality of work in their
academic career. A number of studies have shown that a student's previous
academic achievement has a significantly positive predictive power for
undergraduate success (Dietz, 2006). These can be indicators or assessments of
student traits like motivation, intellect, or ability. While the GPAs of students at
different colleges and universities may not be directly comparable, the elements
that influence their GPAs are expected to be similar. Students and their
backgrounds differ from one university to the next. The cumulative GPA at any
institution or university has significant implications for post-graduate employment
and students.

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2.3.1 Cumulative Grade Point Average (GPA)
The academic achievement of students in each semester at university
is measured by their Grade Point Average (GPA). The standardized
measurement of varying levels of comprehension within a field of study is
the Grade Point Average. Grades can be assigned as letters (for instance, A,
B, C, D, or E), as a range (for instance, 4.0-0.0), or as descriptors (excellent,
good, average, poor and very poor). The number of grade points a student
received in a specific period of time is divided by the total number of credits
taken to calculate GPA.
The total of the GPA for all semesters or the last semester the students
belong to is called Cumulative GPA. To sum up, Cumulative GPA is the
total score obtained for all the completed courses from the first semester to
the last semester. In this research, the data for this study is gathered using a
cumulative Grade Point Average. The table below shows the academic
achievement categories of students.
Table 1
The Grade Point Average Interval Category
No Grade Interval Category

1 2.76-3.00 Good

2 3.01-3.50 Very Good

3 3.51-4.00 Excellent

Source: Faculty of Teacher Training and Education at Sriwijaya

University

2.3.2 The Effect of Time Managements Skills on Students’ Grade Point

Average (GPA)
Grade Point Average (GPA) for students is very important because it
is an overview of the success rate of learning process. If students who are

19
doing part time job want to get good grades, they must study harder and be
able to manage their time well despite being faced with obstacles related to
a lecture schedule with working time. Winkel (2006) states that the
differences in academic achievement are caused by external factors and
internal factors. External factors are the home or school environment.
Meanwhile, internal factors are ways or learning habits applied by students
so that their academic achievements can succeed well. Therefore, they need
a good strategy namely time management. The more students do time
management well, the better the achievements will be obtained.
Grade Point Average (GPA) can be achieved well if students have
good time management. This is because time management is one of the
important approaches in achieving Grade Point Average (GPA). The role of
time management is very necessary in learning process, because time
management is one of the internal factors that affects the achievement of
learning process. Time management becomes a driving factor for students to
learn so that they are more excited along with improving learning
achievement. Rusyadi (2013) says that low grade of student’s achievement
is likely due to several factors, they are the way students learn is applied less
well and lack of respect for time or time management that is not applied as
well as possible.
Erdem, Arslan, & Şentürk (2007) state that gender, previous
educational achievement, living place and family income level, social
environment, type and quality of high school graduated, high school grade
point average, score acquired from nationwide university entrance exam
(OSS), time spent studying, learning skills, and living place during
university life are all factors that influence a student's Grade Point Average
(GPA). Time management involves not only the management of time but
also the utilization of time. Student who is able to manage time well will
determine the priorities of the various schedules faced, focus on the
important time and schedule first. Thus, the students who have the ability to
manage their time well will have priorities according to their interests, will

20
 not procrastinate on work and will be able to take advantage of the time they
have. Therefore, the better the student's ability in time management, the
higher the results obtained. Khan, Ashraf, & Nadeem (2020) found that
students who manage their time efficiently get high grades, while those who
do not manage their time effectively get low grades.

2.3.3 The Effect of Self Esteem on Students’ Grade Point Average (GPA)
The people who have high self esteem will have positive thinking,
meanwhile the people who have low self esteem will have negative thinking
about their futures. Moreover, even the people who have high self esteem
will face anxiety, but they will accept some risks and want to increase their
efforts to reach their goals. Besides, they will motivate themselves to
improve their skills rather than the people who have low self esteem. Wiles
(2004) states that students with high self-esteem are more likely to have
good academic achievement, whereas students with low self-esteem are
more likely to have poor academic performance. The students that have a
high self esteem do not want to be dismissed by others. As a result, students
will show their abilities in order to achieve high academic achievement. If
they can show it to their friends, and everyone will admit about that, they
will be more satisfied. This will happen continously if they still get high
academic achievement. Students with high self-esteem are more likely to
have good academic achievement in the future. Otherwise, the students with
low self esteem will feel less valuable, less useful, unloved and unconfident
in their abilities. Therefore, self esteem is related to academic achievement
because students who have high self-esteem always know what to do on
campus and believe that they are able to get high grade point average
without easily giving up in the face of difficulties in learning. Students will
be satisfied with the academic achievements that have brought them
success. It will make them feel valuable and appreciated not only by
themselves but also by others. The students are more confident and have
higher self-esteem. To sum up, it can support the cognitive and affective

21
 development including increasing thinking skills and insight for these
students.

2.3.4 The Effect of Time Management Skills and Self Esteem on students’
Grade Point Average (GPA)
Students who have high self-esteem will be encouraged to do learning
activities because they have high self-confidence so that it can affect their
Grade Point Average (GPA). In addition, students who are able to manage
their time well can prioritize tasks or learning activities rather than activities
that are not related to the learning process. Thus, students who can manage
their time well will have higher achievements and influence their Grade
Point Average (GPA). Therefore, it can be suspected that time management
and self-esteem together affect the Grade Point Average (GPA) of students.

2.4 Previous Related Studies

There has been previous study investigating about the effect of time
management skills and self-esteem on students’ GPA. The study entitled “The
Effect of Time Management Skills and Self Esteem of Students on Their Grade
Point Averages (GPA) in 2015.” It was conducted by Nermin M. Eid, Sanaa M.
Safan, and Gehan M. Diab, lecturers in Department of Nursing Administration,
Faculty of Nursing, Menoufia University, Egypt. The objective of this study was
to determine how time management skills and self-esteem affected faculty nursing
students' GPA. In this study, a descriptive cross-sectional design was used. The
result of this study is showed that the majority of the sample had a high level of
self-esteem and good time management. Otherwise, their GPA was very good.
The result showed there was a positive correlation between time management, self
esteem and GPA. The research equation lies in the research focus, namely time
management skills and self-esteem, while the difference lies in the sample where
the previous research were (30%) of second, third, and fourth nursing students in
the academic year (2011-2012) included in the study they were selected randomly.
Meanwhile, the sample of this research are 73 English Education students of

22
Faculty of Teacher Training and Education at Sriwijaya University. Thus, this
research uses only seventh semester of students in the academic year 2019-2020.
Moreover, another previous study investigated about self esteem and Grade
Point Average (GPA). It was conducted by Afnan Hamza Abdulghani, Malak
Almehem, Ghadah Basmaih, Atheer Alhumud, Rahaf Alotaini, Aisya Wali, and
Hamza Mohammad Abdulghan at Princess Nourah bint Abdulrahman University
(PNU) in 2020 with entitled “Does self-esteem lead to high achievement of the
science college’s students? A study from the six health science colleges.” In this
study, a quantitative cross-sectional design was utilized, and the participants were
Health Science Colleges’ undergraduate students with the total of sample are 551
students. The results of this study were the students’ overall responses agreed in a
positive way of self-esteem (1.68 ± 0.31) and there was a weak positive Pearson
correlation between self-esteem and GPA of the students of health science
colleges, which was statistically insignificant (r=0.031, p=0.533). The similarity
research lies in the data analysis method that both uses quantitative research, and
the difference from the sample and the variable. The previous study only
investigated self-esteem and GPA and the sample are 552 Health Science
Colleges’ undergraduate student, while this research investigated self esteem, time
management skills, and GPA and the sample are 73 English Education students of
Faculty of Teacher Training and Education at Sriwijaya University.
In addition, another research looked at time management, self-esteem, and
academic performance. It was conducted by Dr. Aminudin Yusof from
Universitas Putra Malaysia with entitled “Time management, self-esteem and
academic performance of international students from Iraq in Universiti Putra
Malaysia.” The relationship between time management, academic performance,
and self-esteem of Iraqi graduate students studying at Universiti Putra Malaysia
was investigated in this study. The data was on time management and self from
169 subjects using instruments developed by Griffin & Van Fleet, (2013) and
Blascovich & Tomaka (1991). The results of this study represented that the
majority of subjects (74.1%) had good time management skills and a moderate
level of self esteem of the relationship between time management and GPA.

23
Meanwhile, the results reported nosignificant relationship (r= -0.03, p= 0.698).
Furthermore, there was no significant relationship between self esteem and GPA
(r=-0.096, p=0.221). Academic performance, self-esteem, and time management
skills of Iraqi students studying in Malaysia had no significant relationship. The
results also indicated the majority of students studying in Malaysia had excellent
results (GPA above 3.30). Besides of self-esteem and time management skills,
there are another factors that could prevent students from achieving and keeping a
high GPA. The research similarity lies in the data analysis method that both uses
quantitative research, while the difference is that the previous research examined
academic performance while in this study it was not. Another difference between
the previous research with this research is the sample. The previous research used
169 subjects of Universiti Putra Malaysia with 15 Faculties. Meanwhile, this
research only uses 73 English Education students of Faculty of Teacher Training
and Education at Sriwijaya University.

2.5 Hypothesis of Research

Hypothesis is statement or temporary prediction that is still weak
truth, so that it should be tested the truth. According to Dayanand (2018),
“A hypothesis is a statement of the researcher's expectation or prediction
about relationship among study variables.” Hypothesis is temporary answer
about researcher’s researh problem where it has been stated in question. It
can be stated as “temporary” because the answers have been given should be
based on relevant theories. It is not based on empirical facts yet that will be
collected by the researcher through data collection. The hypothesis of this
research is listed below:
1. There is any significant positive effect of time management skills among
seventh semester students of English Education Study Program of
Faculty of Teacher Training and Education on their Grade Point
Average (GPA) at Sriwijaya University.
2. There is any significant positive effect of self esteem among seventh
semester students of English Education Study Program of Faculty of

24
 Teacher Training and Education on their Grade Point Average (GPA) at
Sriwijaya University.
3. There is any significant positive effect between time management skills
and self esteem among seventh semester students of English Education
Study Program of Faculty of Teacher Training and Education on their
Grade Point Average (GPA) at Sriwijaya University.

CHAPTER III
METHODOLOGY
This chapter presents (1) research design, (2) subject of the study, (3) data
source, (4) data collection, (5) research procedure, (6) operational variable, (7)
validity and reliability test, 8) technique of hypothesis testing, and (9) data
analysis.

3.1 Research Design

25
 As stated by Ary et. al (2010, p. 21), “Research may be defined as the
application of the scientific approach to the study of a problem”. Problem is
something which has to be solved. It means that the research is used to investigate
the facts, reanalyze the results of previous study, and provide the solutions by
existing new theories. According to Apuke (2017), “Research involves knowledge
building, carrying out experiments to find out the cause and effect of something as
well as to provide the basis for further studies.” As a result, this research is
required in order to discover the solution to the problem at concern.
In this research, the researcher needed a design to make data analysis easier.
Akhtar (2016) states that research design could be regarded the structure of
research; it is the "Glue" that ties all of the pieces in a research project together, in
summary, it is a plan of the planned research work. A research design is a
strategy or plan for conducting research. It is important to acquire accurate and
reliable information. To choose which design should be used by the researcher,
the researcher analyzed the research problem.
As stated in the research problems, the purpose of this study was to determine
the effect of time management skills and self-esteem on students' Grade Point
Average (GPA). Therefore, the researcher utilized descriptive quantitative
research in this study. Descriptive research collects numerical data in order to
answer questions about the research problems.
Descriptive research method is done to determine the existence of
independent variables, either only one or more variables (independent
variables or dependent variables) without making comparisons of the
variables themselves and looking for relationships with other variables so
that the end result is to know whether there is an effect between these
variables (Sugiyono, 2017, p. 35).
This descriptive quantitative study examined Grade Point Average (GPA) as the
dependent variable, while time management skills and self-esteem were the
independent variables. The researcher utilized a quantitative design to look at the
effect of time management skills and self-esteem on seventh semester students of
English Education Study Program of Faculty of Teacher Training and Education

26
at Sriwijaya University on their Grade Point Average (GPA) by collecting
quantitative data in the form of numbers through two questionnaires, and the
results could be applied to the entire population.

3.2 Subject of the Study

3.2.1 Population
According to Ary (2010), “population is defined as all members of
any well defined class of people, events, or objects which the generalization
is made.” A study needs population that will be investigated. Populations
refer to the people or things that are the subject of a research. A population
is also described as a well-defined group of people or things that have
comparable features. All individuals or objects in a given population usually
have the characteristics, binding properties or the public. The general
population's description and the binding characteristics of its members are
usually same. The participants in this study were seventh semester of
English Education students at Sriwijaya University's Faculty of Teacher
Training and Education. The total population in this study were 73 students.
Meanwhile, post-graduate students and students who had completed their
education were excluded.

3.2.2 Sample
Sample has a special meaning in quantitative
research, which is originated in the theory of probability
and refers to the population studied or samples, taken from
the target population. According to Etikan (2016), “Sample is a
portion of a population or universe.” In this case, the sample
should be representative of the target population so that
the findings can be applied to the complete population.
In this research, the researcher used the Purposive Sampling
method. It is relatively simple to utilize because the researcher had to use
his discretion to choose the sample based on existing knowledge. Arikunto

27
(2010, p. 183) states that Purposive sampling is the technique of selecting
a sample by taking a subject that is chosen for a specific purpose rather
than based on level or area. As a consequence, it provided the data that
the researcher needed.
The researcher used the total population sampling in order to find a
more accurate result for this research. Laerd Dissertation (2012) states that
total population sampling is a kind of purposive sampling method where
the researcher decides to look at the entire population that has a specific
set of characteristics. In addition, Sugiyono (2007) states that total
sampling is the technique of collecting sample where the total of samples
are same as the total of population. The total of population which are less
than 100 of population can be all of samples of the research (Sugiyono,
2007). Samples taken based on purposive sampling; total
population sampling, where researcher provided equal
opportunities for each member of the entire population that had a
specified set of characteristics, such as specific attributes/traits,
experience, knowledge, abilities, exposure to an event, and so on. The
participants in this study were seventh semester of English
Education students from Indralaya and Palembang at
Sriwijaya University's Faculty of Teacher Training and
Education with the total number of students were 73 students. The
sample is listed in table 2 below:

Table 2
Sample of the Study

No. Class Semester Number of students

1. Indralaya VII 39

2. Palembang VII 34

28
 Total 2 Classes 73 students

Source: Students of English Education Study Program of Faculty of

Teacher Training and Education of Sriwijaya University, Academic Year
2022/2023

3.3 Data Source

The data source is divided into two categories; primary data and secondary
data.
a. Primary Data
Sugiyono (2012, p. 225) states that the main data is obtained
directly by the writer from a source of data. This primary source can be
questionnaire result which is done by the writer. Primary data in this
research was data from the spread of questionnaires sourced from
respondents totaling 73 students of seventh semester students of English
Education of Faculty Teacher Training and Education at Sriwijaya
University.
b. Secondary Data
Any data source that does not directly provide information to the
writer is called secondary data. Secondary data sources might be
secondary processing results from main data that is given in a different
format (Sugiyono, 2012, p. 225). Secondary data might include books,
other studies, journals, references, and documents that might help in the
analyzing process. In this research, the documentation of the seventh
semester students’ grade point average or GPA in English Education
Study Program of Faculty of Teacher Training and Education at Sriwijaya
University was used as secondary data.
3.4 Data Collection
Instrument is tools which are used to collect information. Gay and Airasian
(2000, p. 145) state that an instrument is a tool that is being used to collect data.
Meanwhile, Arikunto (2014, p. 134) states that an instrument in data collection is
a tool that researchers use to help them gather data in a more systematic and

29
efficient approach. Furthermore, Sugiyono (2018, p. 222) states that the researcher
is the tool in quantitative research. As a result, the researcher should confirm their
own competence to do research.
The term "data" refers to information gathered through research. Kabir (2016)
states that data collection is the process of obtaining and measuring information
on variables of interest in a systematic way that allows researchers to answer
research questions, test hypotheses, and assess outcomes. In order to obtain
reliable data, the researcher have employed specific data collection procedures.
The data collection methodology is an important stage in research since the
purpose of the study is to gather data. Data can be gathered in a variety of
locations, from a variety of sources, and in a variety of methods. There are five
different methods of collecting data. These are the following: observation,
interview, questionnaire, documentation, and triangulation. The researcher only
utilized questionnaires and documentation in this research.

3.4.1 Questionnaires
The list of questions or statements given to participants is referred to
as a questionnaire. Sugiyono (2018, p. 142) explaines that questionnaire is a
method of gathering data in which the responder is asked a number of
questions or statements. This questionnaire is designed to back up and
verify the validity of statements about self-esteem and time management.
The questionnaire used in this research was a close ended questionnaire,
which was a questionnaire that has been provided with the answer, so that
respondents only chose and answered directly. This questionnaire was
addressed to seventh semester English students of Faculty Teacher Training
and Education at Sriwijaya University about the effect of time management
and self-esteem on their Grade Point Average (GPA). There were two
questionnaires in this research. They were Rosenbelg Self Esteem and Time
Management Skills questionnaires. The total of items were 31 statements
which were divided into 10 statements for Rosenbelg Self Esteem for Self
Esteem and Time Management Skills questionnaire with 21 statements to

30
 measure whether there were the effect of students’ Grade Point Average
(GPA) or not. The questionnaire of self esteem is listed in table 3 below:
Table 3
Rosenbelg Self Esteem Questionnaire

Name : GPA:
Student No :
Objective : determine student´s self esteem
Instructions :
Dear student, there is no right or wrong answer in filling out this questionnaire.
Please indicate how strongly you agree or disagree with each statement by
checking () the best response.

STATEMENTS Strongly Agree Disagree Strongly

Agree Disagree
(4) (3) (2) (1)

1. As a whole, I am satisfied
with myself.
2. At times I think I am good
at all.
3. I feel that I have a number
of good qualities.
4. I am able to do things as
well as most other people.
5. I feel I have much to be
proud of.
6. I certainly feel valuable at
times.
7. I feel that I'm a person of
worth, at least on an equal
plane with others.
8. I wish I could have more
respect for myself.
9. All in all, I am inclined to
feel that I am a success
10. I take a positive attitude
toward myself.
Source: All questions are adapted from the IOSR Journal of Nursing and
Health Science (IOSR-JNHS) of Nermin M. Eid, Sanaa M. Safan, and

31
 Gehan M. Diab (2015) entitled “The Effect of Time Management Skills
and Self Esteem of Students on Their Grade Point Averages (GPA)”

Table 4
The Score Interval Categories of Rosenberg Self-Esteem
Questionnaire
Interval Category
31-40 High level
21-30 Moderate level
10-20 Low level

Since the total items of the questionnaire are 10 which means the lowest
score of the questionnaire is 10 and the highest score of the questionnaire
is 40.
In addition, another questionnaire is time management skills
questionnaire. Here is the table of time management skill questionnaire
that is showed on the table 5 below:
Table 5
Time Management Skills Questionnaire

Name : GPA:
Student No :
Objective : determine students’ time management skills
Instructions :
Dear student, there is no right or wrong answer in filling out this
questionnaire. Please indicate how strongly you agree or disagree with each
statement by checking () the best response.

STATEMENTS Strongly Agree Disagree Strongly

Agree Disagree
(4) (3) (2) (1)

32
1. Preplanning methods are
efficient, and it affects
academic performance.
2. I don’t find this year
challenging and it has not
affected my time (Online
learning).
3. I manage stress when
handling multiple
conflicting duties.
4. My academic performance
improves because of
preplanning method.
5. I prefer to manage my time
daily.
6. I have a clear established
plan for each week’s tasks.
7. I have a clear established
plan for each month’s
tasks.
8. I have a set of goals for the
entire quarter/semester.
9. I have a clear established
plan for each year’s tasks.
10. I feel diligent and my
study mood is well because
of sufficient sleeping-
pattern.

33
11. I have enough time to
complete my tasks during
the day.
12. I meet the deadline for any
work.
13. I do not tend to
delay/postpone my tasks.
14. I effectively manage
workload.
15. I feel that my time
management skill needs
more improvement (self-
assessment).
16. I priorities between various
competing tasks.
17. I used to put my important
dates on a single calendar
(To-do-list program, etc.).
18. I spend my time wisely
and avoid distractions.
19. I can adapt and be flexible
when changes occur,
reassess priorities, and still
produce quality work.
20. My participating in
extracurricular activities
won’t affect my academic
performance.
21. I balance between my
private time and study

34
 time.
Source : All questions are adapted from the Creative Education Article of
Alyami, A., Abdulwahed, A., Azhae, A., Binsaddik, A., and Bafaraj, S.
(2021) entitled “Impact of Time-Management on Student’s Academic
Performance: A Cross-Sectional Study.”
Table 6
The Score Interval Categories of Time Management Skills
Questionnaire
Interval Category
63-84 Very Good
43-62 Medium
21-42 Very Poor

The students will be asked to read each statements and rate it by

themselves using the Likert scale intervals, ranging from “Strongly
Agree” to “Strongly Disagree”. The scales are coded as 1=Strongly
Disagree, 2=Disagree, 3=Agree, 4=Strongly Agree. To score the items,
assign a value to each of the 10 items according to the instructions below:
Tabel 7
Likert Scale
Score
Category Positive Negative
Strongly Agree 4 1
Agree 3 2
Disagree 2 3
Strongly Disagree 1 4
Source: Article in International Education Studies from Erol Sozen
and Ufuk Guven (2019)

3.4.2 Documentation
In quantitative research, documentation can be a valuable source of
data. Sugiyono (2018, p. 240) states that someone can write, photograph
documentation, and use it to gather information. The researcher used the

35
 documentation technique to provide journals, books, papers, and other
materials. The objective of documentation and to provide a result of the
data that support the research. The instrument to collect data in this
research was the documentation of the seventh semester students’ grade
point average or GPA in English Education Study Program of Faculty of
Teacher Training and Education at Sriwijaya University. The students’
Cumulative Grade Point Average (CGPA) as a mean of marks from all of
the subjects the students have taken. The score of students’ Grade Point
Average (GPA) have been collected through the academic platform from
administration staff at Faculty of Teacher Training and Education of
Sriwijaya University. The score interval category for students’ grade
point average or GPA is listed in the table 8 below:
Table 8
The Grade Point Average Interval Category
No Grade Interval Category

1 2.76-3.00 Good

2 3.01-3.50 Very Good

3 3.51-4.00 Excellent

Source : Faculty of Teacher Training and Education of Sriwijaya

University

3.5 Research Procedure

First, the researcher adapted two questionnaires from previous researchers.
When the questionnaires become data, it was validated by two lecturers to confirm
its validity. The day of the research, the researcher began by handing out the
questionnaires to the participants one by one, questioning them about the effect of
time management skills and self-esteem on students' GPA. Then the participants
fell the questionnaires with their own answer based on their true feelings about the
effect of time management skills and self esteem on students’ Grade Point
Average (GPA).

36
3.6 Operational Variable
Variable is something in the form set by researchers studied carefully to
obtain information in the form of data and processed with statistics so that
conclusions can be drawn. According to Sugiyono (2011, p. 161), “Research
variable is an attribute or the nature or value of people, objects or activities that
have variations certain set by researchers to be studied and then drawn the
conclusion.” The title of this study is “The Effect of Time Management Skills and
Self Esteem of English Education Students of Faculty of Teacher Training and
Education on Their Grade Point Average (GPA) at Sriwijaya University”. To
avoid misinterpretation, it is necessary to explain and define three variables in this
research. This research used three variables, namely two independent variables
and one dependent variable. Dependent variable is a variable that influenced or be
a result, because of the independent variable (Sugiyono, 2011). In this research,
the dependent variable is Grade Point Average (GPA) of seventh semester
students of English Education Study Program of Faculty of Teacher Training and
Education at Sriwijaya University. Furthermore, independent variables are
variables that affect and become the cause of the dependent variable (Sugiyono,
2011). In this research, the independent variables are time management skill and
self esteem. For the sake of analysis, the name of each variable is changed with a
symbol. For time management variable given symbol X1, self-esteem variable
given symbol X2 and variable GPA students given symbol Y. Hypothesis testing
in this study is conducted by finding the coefficient of the relationship between
the variable X1 to Y, X2 to Y and XIX2 to the variable Y. The research paradigm
can be seen in the following figure which is a dual paradigm with two
independent variables.

Time Management
Skills
(X1)
Grade Point Average
(GPA)
(Y)

37
 Self Esteem
(X2)

Picture 1. Dual paradigm with two independent variables

Where:
a. Time Management Skills refer to students' abilities to manage their
time successfully.
b. Self Esteem is defined as feeling worthy and revered which will
influence students’ behaviors and drive motivation.
c. Grade Point Average (GPA) is an indicator or numerical representation
of students’ academic performances that will be influenced by time
management skills and self-esteem of seventh semester students of
English Education Study Program of Faculty of Teacher Training and
Education at Sriwijaya University.

3.7 Validity and Reliability Questionnaires

3.7.1 Validity of the Questionnaires
A questionnaire used in a research must be valid. Validity basically
means “measure what is intended to be measured” (Field, 2005). The
extent where a questionnaire’s measurement is true, whether it actually
measures in accordance with the characteristics of the measurement or not,
is known as its validity. Significance test is done by comparing r count value
with rtable to degree of freedom (df) = n-k. n is the total of sample and k is
independent variable. The questionnaire is considered valid if: rcount > rtable.
Meanwhile, if rcount > rtable, the questionnaire is not valid. There are two
questionnaires in this study. They are Rosenbelg Self-Esteem questionnaire
and Time Management Skills questionnaire. The questionnaires would be
assessed by two experts who are active lecturers of English Education Study

38
Program of Faculty of Teacher Training and Education at Sriwijaya
University.
a. Validity of Self Esteem Questionnaire
Rosenberg Self-Esteem questionnaire was adapted from the IOSR
Journal of Nursing and Health Science (IOSR-JNHS) of Nermin M.
Eid, Sanaa M. Safan, and Gehan M. Diab (2015) entitled “The Effect of
Time Management Skills and Self Esteem of Students on Their Grade
Point Averages (GPA).” In this study, the validity test used the product
moment correlation validity test technique proposed by Pearson with
Statistical Package for Social Science (SPSS) number 25. The formulas
are:

Where:
rxy = Pearson Correlation Coefficient
n = number of the pairs of the stock
Σxy = sum of products of the paired stocks
Σx = sum of the x scores
Σy = sum of the y scores
Σx2 = sum of the squared x scores
Σy2 = sum of the squared y scores

b. Validity of Time Management Questionnaire

Moreover, another questionnaire in this study is Time Management
Skills questionnaire. It was adapted from the Creative Education
Article of Alyami, A., Abdulwahed, A., Azhae, A., Binsaddik, A., and
Bafaraj, S. (2021) entitled “Impact of Time-Management on Student’s
Academic Performance: A Cross-Sectional Study.” The Pearson chi-
square test was used to see whether good time management and grade
point average are related each other.

39
3.7.2 Reliability of the Questionnaires
Mohajan (2017) states that validity is represented the truthfulness of
findings, while reliability is referred to the stability of findings. Reliability
of the test means a test that consistent. It is an essential
requirement for test validity. To determine the reliability of surveys
with several Likert scale questions.
a. Reliability of Rosenberg Self Esteem Questionnaire
In this research, reliability test would be done by using Alpha
Cronbach’s formula. This questionnaire includes 10 statements. The 10-
item RSES has an alpha range of 0.81 to 0.88.
b. Reliability of Time Management Questionnaire
In this research, reliability test would be done by using Alpha
Cronbach’s formula. Siregar (2013) states that the criteria of instrument of
research is considered as reliable if coefficent reliability (r11) > 0,6. The
formula for Cronbach’s alpha is:

Where:

α = Cronbach’s alpha
N = the number of items.
c̄ = average covariance between item-pairs.
v̄ = average variance.

3.8 Tecnique of Hypothesis Testing

To prove whether the hypothesis is accepted or not, then the researcher used
the following techniques to test hypothesis of research below:

40
 a. Simple linear correlation; Pearson Product Moment is used to test first
and second hypothesis. This utilizes to know whether or not there is the
effect of two independent variables (time management skills and self
esteem) on the dependent variable (Grade Point Average) partially.
b. Multiple linear correlation is used to test the third hypothesis. It is utilized
to know whether or not there is the effect of two independent variables
(time management skills and self esteem) on the dependent variable
(Grade Point Average) simultaneously or together.
c. Simple and Multiple linear regression is used to know the equation of
dependent variable (Grade Point Average) on independent variables (time
management skills and self esteem). It is tested partially and
simultaneously.

3.9 Data Analysis

This method is used to examine the variables in the research, namely: The
Effect of Time Management Skill and Self Esteem of English Education Students
on Their Grade Point Average (GPA) at Sriwijaya University. The researcher used
two questionnaires to collect data for this research. Then, the researcher analyzed
the effect which causes the students’ time management skills and self-esteem on
students’ grade point average based on the questionnaire fill by the students. Once
the data is collected, the researcher analyzed it. To examine the data, the
researcher used descriptive analysis with the following approach. The data from
the questionnaires were gathered, and the percentage answers to the question
items are calculated.
The procedures of analyzing the data are below:
1. Identified the data based on the statement problems.
The type of questionnaire is close-ended questionnaires. The researcher
utilized Likert scaling, was scale used for measure attitude, perception, or
opinion both personally or group in social phenomenon. 73 students choose
an answer by checking () the options that they prefer. One question only
has one answer. The rating item as follow:

41
 The format of a typical Likert Scale:
Strongly Disagree =1
Disagree =2
Agree =3
Strongly Agree =4
2. Categorized the responses of the participants.
The researcher analyzed the data about students’ time management skills
and self esteem, then the resercher classified the data into six mainly
categorize of time management skills and self esteem. They are good time
management skills, medium time management skills, poor time management
skills, high self esteem, medium self esteem, and low self esteem. Besides,
the researcher described the effect of time management skills and self esteem
on students’ grade point average (GPA).
3. Measured the average of the results.
The result of percentage showed students’ views about the effect of time
management skills and self-esteem on students’ GPA. In descriptive
statistics, number of sample, the lowest score, the highest score, mean,
standard deviation, and standard error of mean would be obtained. The
researcher analyzed data from the students by using Statistical Package for
Social Science (SPSS) number 25. The researcher analyzed the data by using
the Pearson Product Moment Correlation Coefficient. It is a statistical way to
know the correlation between the variables. The reseacher also utilized
multiple linear regression as a statistic analysis to find out how independent
variables (time management skills and self esteem) influence dependent
variable (Grade Point Average). This researh used t-test and f-test to know
whether there is a significant positive correlation between time management
skills, self esteem, and Grade Point Average or not. This research used t-test
which aims to determine whether or not there is a partial (independent) effect
given by the independent variable (x) on dependent variable (y). Meanwhile,
f-test is utilized to determine whether or not there is a simultanoeous
(together) effect given by the independent variables (x) on dependent

42
 variable (y). This application is applied for measuring the effect of time
management skill and self esteem among seventh semester students of
English Education Study Program on their Grade Point Average (GPA) of
Faculty of Teacher Training and Education at Sriwijaya University.
4. Drew the conclusion.

CHAPTER IV
FINDINGS AND INTERPRETATION

43
 This chapter presents (1) findings of the study, (2) statistical analysis, and
(3) interpretation of the study.
4.1 Findings of the Study
The researcher uses two questionnaires and documentation as intruments of this
research. The first questionnaire is Rosenberg Self Esteem Questionnaire to
measure students’ self esteem. The second questionnaire is Time Management
Questionnaire to measure students’ time management skill. Furthermore, the
documentation of this study is the Cumulative Grade Point Average (CGPA) of
seventh semester students of English Education Study Program of Faculty of
Teacher Training and Education at Sriwijaya University.
4.1.1 Rosenberg Self Esteem Questionnaire
The questionnaire used for data collection is Rosenberg Self Esteem
Questionnaire. The questionnaire is given to 73 students of seventh semester of
English Education Study Program of Faculty of Teacher Training and Education
at Sriwijaya University. The total number of statements on the questionnaire is 10
statements. Table 9 shows the result of the Rosenberg Self Esteem Questionnaire:
Table 9
The Result of Rosenberg Self Esteem Questionnaire
No. Interval Category Frequency Percentage
1 20-30 High Level
2 10-19 Moderate Level
3 0-9 Low Level
Total

Based on the table above, the category of Rosenberg Self Esteem

Questionnaire is divided into three categories. There are ... students () having
high self esteem, ... students () having medium, and ... students () having low
self esteem. The result of descriptive statistics of Rosenberg Self Esteem
Questionnaire is presented below:
Table 10
The Descriptive Statistics of Rosenberg Self Esteem Questionnaire

44
 Table 10 shows the minimum score () and maximum score () of the result of
the Rosenberg Self Esteem Questionnaire. The mean () with a ... standard
deviation of the result of the Rosenberg Self Esteem Questionnaire. Table 11
presents the result of cumulative means the Rosenberg Self Esteem
Quesrionnaire:
4.1.2 Time Management Questionnaire
The questionnaire used for data collection is Time Management Questionnaire.
The questionnaire is given to 73 students of seventh semester of English
Education Study Program of Faculty of Teacher Training and Education at
Sriwijaya University. The total number of statements on the questionnaire is 21
statements. Table 12 shows the result of the Rosenberg Self Esteem
Questionnaire:
Table 12
Time Management Questionnaire
No. Interval Category Frequency Percentage
1 63-84 Very Good
2 43-62 Medium
3 21-42 Very Poor
Total

Based on the table above, the category of Rosenberg Self Esteem

Questionnaire is divided into three categories. There are ... students () having
good time management skills, ... students () having medium, and ... students
() having poor time management skills. The result of descriptive statistics of
Rosenberg Self Esteem Questionnaire is presented below:
Table 13
The Descriptive Statistics of Time Management Questionnaire
Table 13 shows the minimum score () and maximum score () of the result of
the Time Management Questionnaire. The mean () with a ... standard
deviation of the result of Time Management Questionnaire. Table 14
presents the result of cumulative means Time Management Quesrionnaire:

45
4.1.3 Academic Achievement
The academic achievement in this research is the students’ Cumulative
Grade Point Average of 73 students. Documentation of this reserach has
been collected and requested from an administration staff in English
Education Study Program of Faculty of Teacher Training and Education at
Sriwijaya University. The result of the descriptive analysis of the students’
Cumulative Grade Point Average is presented in table 15:
Table 15
The Descriptive Statistics of Students’ Cumulative Grade Point Average
Table 15 shows the Grade Point Average’s minimum score of students () and
the maximum score (). The researcher discoveres the mean students’ Grade
Point Average is ... with ... standard deviation. Table 16 shows the result of
students’ level Cumulative Grade Point Average:
Table 16
The Result of Students’ Level of Cumulative Grade Point Average
No. Cumulative Grade Category Frequency Percentage
Point Average
1 2.76-3.00 Satisfactory
2 3.01-3.50 Very Satisfactory
3 3.51-4.00 Cumlaude
Total

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