99) S3: Sorry in the just like aaa not the vocabulary in terms of really physics In sample (68 until , student 3 used gambits such as “so, and then, and okay” to initiate
4.4. Self-Monitoring
Self-monitoring strategy consist of two sub-components, namely self-initiated repair, and self-rephrasing.
4.4.1. Self-Initiated Repair
Dornyei & Scott (1997) describe initiated repair strategy as “making self-initiated corrections in one’s own speech”. When the speakers are notice of a speech error, they use a self-initiated repair strategy. Usually, they would utter the appropriate speech out loud or use terms like "I mean" and “sorry.” According to the researcher’s data analysis, self-initiated repair strategy was used nineteen times by the students. See the following samples below:
1. Student 1:
121) R1: How about your psychological challenges today?
S1: Uhm because I think pretty well today aaa I don’t have any psychological challenges hehe (smiling), maybe little bit nervous
In sample (121), student 1 was asked by reviewer 1 about her psychological condition.
She tried to answer with a sentence “I don’t have any psychological challenges.” But she quickly realized that she was feeling a little nervous, so she corrected her sentence with
“maybe little bit nervous.”
122) R1: You as the researcher, what psychological challenges that they have?
S1: Uhm what I think is aaa because a psychology related to our mind (both hands pointing to the head) and show our act and uhm how comes teacher aaa give their perspective about students psychological challenges because definitely is in aaa learning, teaching activity so could see aaa yeah
In sample (122), student 1 explained the psychology experienced by the teacher at school.
Then she realized the mistake in the word "learning", she quickly replaced with the word
"teaching" because that word is in accordance with activity that affected the psychological condition of teachers at school.
123) R1: Kenapa kita harus nanya nanya guru? guru cumin tau luarnya doang. Coba pikirkan Kembali
S1: I think uhm aaa misalkan aaa if I ask eh the first time I write this proposal thinking about aaa to make aaa students as my participants and then I don’t know a but I think maybe a like it could be aaa if I wanna know teachers perspective
In sample (123), student 1 explained one part of her thesis proposal. When explaining the thesis proposal, she said “then I don’t know” in her explanation. She quickly realized her mistake in the word "I don't know", then replaced her answer or utterance with “I think maybe.”
124) R1: Is it only one?
S1: How, no it’s I don’t have, I don’t need perspective teachers because ahh (realize while looking at the top), okay oh yeah. How do teachers perspective about their own
In sample (124), student 1 explained that she would conduct research from the teacher's perspective. But when explaining it, she said “I don’t need perspective teachers”. She realized her mistake with a gesture of looking at the top and saying “okay oh yeah.” Then she repaired her utterance before with a new utterance “how do teachers’ perspective about their own”.
125) R1: And then what will be your second question?
S1: Uhm how they handle psychological challenges that they faced they face
In sample (125), when explaining her second research question, student 1 realized the mistake in the words "they face". Then she quickly corrected it with the words "they faced".
126) R1: Why not using other method? Why you not combine it?
S1: Because I think it’s aaa easy easier for me to know their fast in face-to-face uhm conversation
In sample (126), student 1 explained about the reason why she choose interview as her research instrument. When explaining it, she realized her mistake in the word “easy”.
Then quickly she repaired with the word “easier”.
127) R1: Have you got any experience in interviewing someone?
S1: Uhmm I do, I did when uhm aaa when Ketika masih kuliah, bukan masih kuliah (covering her mouth with hand)
In sample (127), student 1 was asked by the reviewer 1 whether she ever had an interview or not. Then she answered it with the word "I do" which is not the right choice of words for the answer. Realizing the mistake, she quickly corrected it with the word "I did".
2. Student 2:
128) R1: Do you see any different between your limitation and your title?
S2: There are no, there is no, there is no word constructing
In sample (128), student 2 answered the question given by the reviewer 1. Student 2 was supposed to say “there is no” but he slipped out saying “there are no” at the beginning.
He quickly repaired his utterance after slipped out saying “there are no.”
129) R1: Why you choose two or three?
S2: Because it’s it’s in this study will be better if I have one more eh more than one participant. I choose two until three
In sample (129), when student 2 explained about the participants in his research, he made a mistake in the words “one more”. Realizing that he made a mistake, he unconsciously code-switched to L1 “eh” and repaired with the new words “more than one”.
130) S2: Because the students assess aaa the last aaa because the teacher assess the last the last learning activity
In sample (130), student 2 supposed to say “the teacher assess” but he made a mistake by saying “the students assess”. He repaired his mistake by saying “aaa because” at first.
131) R2: Why do you need to do classroom observation? Why?
S2: Aaah I don’t think that I need, I think that I don’t need to do observation mam, sorry
In sample (131), student 2 explained about why he needs to do classroom observation.
Realizing that he made a mistake by saying “I don’t think that I need”, he quickly repaired his utterance with “I think that I don’t need” and apologized to the reviewer at the end.
3. Student 3:
132) E1: Is the score really represent student real score? or there is something we don’t know it exactly behind those numbers?
S3: For me personally eh first of all thank you for the question
In sample (132), when student 3 wanted to answer the question given by the examiner 1, he forgot something that he wanted to say. He wanted to say thank you to the examiner by asked him a question, but he forgot to say that. So, he started to repair his utterance by saying “eh” and continued to say “first of all thank you for the question”.
133) S3: I know the problems occur during familiar unfamiliarity with the topics actually makes them nervous and don’t know the vocabulary of emotions because it is top aaa sorry politics
In sample (133), student 3 supposed to say “unfamiliarity” but he made a mistake by saying “familiar”. He quickly repaired the mistaken word that he said before. Also in the next utterance, he also made a mistake. He wanted to say “politics”, but he slipped by saying “top”. He quickly repaired his utterance by saying the word “sorry” at first.
134) S3: And then aaa because all the the main problems that for me as the researcher
In sample (134), student 3 was supposed to say “all the main problem”. But he made a mistake before said that by saying “all the” He quickly repaired his utterance after made a mistake.
135) E1: There are unpredictable findings?
S3: Additional findings in this term actually about listening finding
listening problem but my thesis is actually about speaking problem
In sample (135), student 3 made a mistake when answered the question that given by the examiner 1. He was supposed to say “listening problem”, but he slipped by saying
“listening finding”. He quickly repaired the mistake that he made before.
136) S3: The main most influencial in matter matter and matter manner and method for me is big on the matter side
In sample (136), student 3 was supposed to say “matter manner and method”, but he slipped by saying the word “matter” twice. He quickly repaired his mistake by saying the word “and” at first.
137) E1: Do you think that filler used by participant in that competition tend to mean something? or tend to mean nothing?
S3: Aaa thank you but for me personally the use filler words aaa often aaa mis correlate with misconception of being blank
In sample (137), student 3 was supposed to say “correlate”, but he slipped by saying the word “mis”. He quickly repaired the mistake that he made before.
138) E3: What is discussion and the important in your thesis?
S3: For me personally discussion is all about aaa all the works related with the findings seems the finding is basically about the major aa major or the theme, major theme
In sample (138), student 3 made a mistake by saying “major or the theme”. Realized his mistake, quickly he repaired his mistake by saying the words “major theme.”
139) S3: Aa sorry aa the main problem is that debate compete aa debate classroom is about how to implement sir
In sample (139), student 3 was supposed to say “debate classroom”. But he made a mistake by saying “debate compete”. Realized his mistake, he repaired his utterance by saying “aa” at first.
4.4.2. Self-Rephrasing
Dornyei & Scott (1997) describe self-rephrasing strategy as “repeating a term, but not quite as it is, but by adding something or using paraphrase”. Self-rephrasing is a strategy that involves using a different word that has the same meaning (e.g., hat and cap).
When the speakers use the self-rephrasing strategy, their utterances become overly elaborate. According to the researcher’s data analysis, self-rephrasing strategy was used three times by the students. See the following samples below:
1. Student 1:
140) R1: No, they are really different. You should find it out
S1: (Nod) oh yes challenges is a (surprised while covering mouth with hands) I mention it that before. I said things that influence whether that is bad or good things.
In sample (140), student 1 made a self-rephrasing. At the beginning, she said “I mention it that before” and she suddenly rephrased her utterance before with a new utterance “I said things that”. Both utterances have the same meaning that “she already said before.”
2. Student 3:
141) S3: And then aaa because all the the main problems that for me as the researcher believe that the main problems here, all the findings here is on unfamiliarity with the topics sir.
In sample (141), student 3 made a self-rephrasing. At the beginning, he said “the main problems here” and he suddenly rephrased his utterances before with a new utterance “all
the findings here”. Both utterances have the same intention, namely regarding the findings contained in his research or thesis.
142) S3: So to overcome their lack of vocabulary we know that we have to learn new words, but the most aaa find aaa the most use aaa way to overcome their speaking problems by using this (pointing to the screen) because the use of overcome of similar words
In sample (142), student 3 made a self-rephrasing. At the beginning, he said “lack of vocabulary”. After that, he also said the same meaning as his utterance before, namely
“speaking problems”. His two utterances have the same meaning in one of the deficiencies in speaking ability, namely lack of vocabulary.