Research Method RESEARCH METHODOLOGY

29 to Goh and Burns 2012 and Nation and Newton 2009 there are some speaking components. They are grammar, syntax, pronunciation, intonation, stress, and fluency. Then, according to the speaking rubric that was used in CLS II class, fluency, grammar, and vocabulary items were included in the assessment. The grammar and vocabulary items were included the accuracy of the speech. Then, in the class, the lecturer always emphasized the students to always speak English. The next reason was because the self-monitoring is a continuous activity. According to Rafferty 2010, the purpose of self-monitoring is making the students do the target behavior without using the self-monitoring medium. Thus, the target behavior in the self-monitoring are to removed gradually, and they can be replaced by other targets. In this research, the researcher first only focused on some speaking aspects, i.e. the percentage of English the students spoke and grammar, because the research was done in the first weeks of the course. In this step, the students were asked to always speak English, and grammar, fluency, and vocabulary items were the aspects that were clearly seen in speaking English. Then, if the self-monitoring was continued to the next step, those aspects might be removed and be replaced to other additional speaking aspects like content writing. Then, to implement to the self-monitoring, the researcher looked upon the theory of self-implementation by Rafferty 2010. The theory suggested some steps in implementing self-monitoring. The researcher followed some steps in making the self-monitoring sheets: 30 a “Identify The Target Behavior” In this step, the researcher was expected to decide the target behaviors. Thus, the researcher decided to make general English, grammar, pronunciation, vocabulary items, and fluency as the targets in the self-monitoring. The researcher decided to choose those speaking aspects because those aspects were included in the speaking rubric assessment by Blaz 2001, and also those aspects were some speaking components based on Goh and Burns 2012 and Nation and Newton 2009. b “Operationally Define The Target Behavior” In this stage, the researcher made some details related to the target behaviors. Thus, the researcher made the details into the percentage of English the students spoke, the quality of students’ grammar, the quality of students’ pronunciation, the number of vocabulary items the students got, and students’ fluency. c “Determine If It Is An Appropriate Behavior to Remediate” In this stage, the researcher examined whether the percentage of English they spoke, the quality of their grammar, the quality of their pronunciation, the number of vocabulary items they got, and their fluency were suitable to be the target behaviors. The researcher came to a conclusion that those aspects were appropriate to be the targets by considering some following points: