ABSTRACT
This thesis reports on a research in identifying: (1) how self-monitoring can be implemented effectively in improving students’ grammar in writing and (2) to what extent self-monitoring can improve students’ grammar in writing.
This is a Classroom Action Research, in the process it had gone through four stages, namely: planning, acting, observing, and reflecting. Those stages lasted for a month and half started from February to March, 2015. Observation and interview were employed to collect the qualitative data while test was used to obtain the quantitative data. The qualitative data were analyzed using Miles and Huberman’s Interactive Model, which includes data reduction, data display, and conclusion drawing or verifying. While the quantitative data were analyzed using Descriptive Statistic.
The results show that: (1) self-monitoring technique can be implemented effectively due to the presence of the students’ autonomyand it must work together with sufficient teacher’s scaffolding (2) by implementing self-monitoring in such conditions, the students’ grammar in writing was improved and as a consequence their whole writing was also improved. The student’s grammar mean score in the pre-test was 12,43; it was improved to 16,32 in post-test I and 16,75 in post test II. The students’ writing mean score in the pre-test was 69,97; it was improved to 80,03 in post-test I and 81,55 in post-test II. The improvement was also seen from the types of the mistakes made by the students which were classified based on the cause of the mistakes. The classification of mistakes adopted in this study was the Julian Edge’s classification of mistakes which encompasses slips, errors, and attempts. In cycle I students made many errors. The errors decreased in cycle II, their mistakes were mostly slips.
Finally, as the finding of this research has not yet investigated the effect on acquisitionfurther researches in larger number of subject, at various levels of students, and within a long period are recommended to enrich teachers, particularly in Indonesia, the references of implementing self-monitoring technique.
Key words: self-monitoring, students’ grammar, classroom action research, self-autonomy, self-direction, corrective feedback