8 Nation and Newton 2009 also indicate that fluency is a part of speaking
components. Overall, fluency is related to how fluent the speakers talk. Nation and Newton 2009 state
that “fluency is typically measured by speed of access or production and by the number of hesitations; accuracy by the amount of error; and
complexity by the presence of more complicated constructions, such as subordinate
clauses” p. 152. Another theory is also presented by Griffith 1991a and b, as cited in Nation Newton, 2009 which states that the measurement of
fluency is by speech rate that counts words or syllable per minute, the number of filled pauses by um, eh, er, and also number of unfilled pauses.
From those theories above, it can be concluded that there are some components of speaking. They are grammar, syntax, pronunciation, intonation,
stress, and fluency. Teachers and students are expected to pay attention to these components in order to improve speaking ability.
c. Assessing Speaking Skills
In improving speaking skills, teachers and students are expected to understand the range whether a certain level of ability is considered well or bad.
Thus, a speaking rubric assessment is needed. The rubric could also be used as a guidance for students who want to do self-monitoring since it can raise their
awareness of the level of their performances. The speaking rubric should include the components of speaking that are
assessed. It can help students detect their weaknesses and also find out a good strategy to fix their weaknesses accurately. Blaz 2001, p. 35-40 provides some
9 speaking rubrics that can be used in assessing speaking skills. Blaz 2001 states
that oral performances may be evaluated through holistic rubrics or analytical rubrics. However, there are some drawbacks in using holistic rubrics, one of them
is there are no specific criteria in assessing the performance. Figure 2.1 is the example of a holistic scoring.
Level 1: Made an effort, but really did not understand the question Level 2: Some understanding, but limited
Level 3: Good understanding, but answer not thorough Level 4: Good understanding, quality answer
Fig 2.1 Holistic oral performance rubric Blaz, 2001
As stated above, in holistic scoring, there are no specific aspects that are measured to assess the performances. Meanwhile, in improving speaking skills,
students and teachers need to pay attention to the components of speaking. If the students are expected to use self-monitoring to improve their speaking skills, this
type of rubric is not really effective to find out the strengths and weaknesses of the students. Thus, in formulating self-monitoring sheets and in filling it, an
analytical rubric is needed. Figure 2.2 is the example of analytical scoring. Level 1 Speaking Tasks
– Analytic Rubric Task Completion
1 – Minimal attempt to complete the task andor responses frequently
inappropriate, 2
– Partial completion of the task, responses mostly appropriate yet undeveloped,
3 – Completion of the task, responses appropriately and adequately
developed, and 4
– Superior completion of the task, responds with elaboration. Comprehensibility
1 – Responses barely comprehensible,
2 – Responses mostly comprehensible, requiring interpretation by the
listener,
10 3
– Responses comprehensible, requiring minimal interpretation, and 4
– Rsponses readily comprehensible Fluency
1 – Speech halting and uneven with long pauses andor incomplete
thoughts, 2
– Speech slow andor with frequent pauses, few or no incomplete thoughts,
3 – Some hesitation but manages to continue and complete thoughts, and
4 – Speech continuous with little stumbling
Pronunciation 1
– Frequent errors, little or no communication, 2
– Occasional problems with communication, 3
– No interference with communication, and 4
– Communication with ease Vocabulary
1 – Inadequate andor inaccurate use of vocabulary
2 – Somewhat inadequate andor inaccurate use of vocabulary
3 – Adequate and accurate use of vocabulary, and
4 – Rich use of vocabulary with frequent attempts at elaboration
Fig 2.2 Analytical rubric of oral performance Blaz, 2001
By using the analytical rubric, the students and teachers are expected to be more aware of their strengths and weaknesses in speaking. Related to using self-
monitoring, the analytical rubric make students more aware of what level they are in.
2. Self-monitoring
a. Definition
Self-monitoring is a strategy that involves students’ efforts in managing
themselves. The aspects that the students need to manage are their behaviors andor the knowledge they get. Therefore, there are two points of view of self-
monitoring; self-monitoring as a learning strategy and self-monitoring as a behavioral management strategy
