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c. Motivation is high Learners are eager to speak because they are interested in the topic and have
something new to say about it, or because they want to contribute to achieving a task objective.
d. language is of an acceptable level. Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language accuracy. From the statements above, it can be concluded that someone owns a
certain language speaking competence if heshe can produce oral language to participate in any kind of activity. Heshe can also respond the other ones’
speaking to maintain hisher social relationship. Besides, hisher language is acceptable and easily comprehensible at the level of language accuracy.
4. Macro and Micro-skill of Speaking
Brown 2003: 142-143 explains that a list of speaking skills can be drawn up for the purpose to serve as a taxonomy of skills from which we will
select one or several that will become the objective of an assessment task. The micro-skills refer to producing the smaller chunks of language such as phonemes,
morphemes, words, collocations, and phrasal units. The macro-skill implies the speaker’s focus on the larger elements: fluency, discourse, function, style,
cohesion, nonverbal communication, and strategic option. The micro and macro- skills total roughly 16 objectives to assess in speaking are described as follows:
a. Micro-skills
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1 Producing difference among English phonemes and allophonic variant. 2 Producing chunks of language of different length.
3 Producing English stress patterns, words in stressed position, rhythmic structure, and intonation contours.
4 Producing reduced forms of words and phrases. 5 Using an adequate number of lexical units words to accomplish
pragmatic purposes. 6 Producing fluent speech at different rates of delivery.
7 Monitoring one’s own oral production and use various strategic devices- pauses, fillers, self-corrections, backtracking- to enhance the clarity of the
message. 8 Using grammatical word classes nouns, verbs, etc, systems e.g. tense,
agreement, pluralization, word order, pattern, rules, and elliptical forms. 9 Producing speech in natural constituents: in appropriate phrases, pause
groups, breathe groups, and sentence constituents. 10 Expressing a particular meaning in different grammatical form.
11 Using cohesive devices in spoken discourse. b. Macro-skills
1 accomplishing appropriately communicative function according to situations, participants, and goals.
2 using appropriate styles, registers, implicative, redundancies, pragmatic conventions, convention rules, floor keeping and yielding, interrupting,
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and other sociolinguistic features in face-to-face conversations. 3 conveying links and connections between events and communicate such
relations as focal and peripheral ideas, events, and feelings, new information and given information, generalization and exemplification.
4 conveying facial features, kinesics, body language, and other nonverbal cues along with verbal language.
5 developing and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of
words, appealing for help, and accurately assessing how well your interlocutor is understanding you.
As we consider designing tasks for assessing spoken language, these skills can act as a checklist of objectives. The macro-skill has the appearance of
being more complex than the micro-skill; both contain ingredients of difficulty, depending on the stage and context of the test-taker.
5. Factors Influencing the Students’ Speaking Skill
