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monologue will make hearer easily comprehend or even make the hearer difficultly comprehend the meanings.
Furthermore, dialogue which consists of two or more speakers can be divided into those exchanges that promote social relationships interpersonal.
The purpose is to convey proportional or factual information transactional. Those subcategories are classified further into unfamiliar and familiar categories.
Moreover, speakers may have a good knowledge related to background information and schemata. Therefore the familiarity of the interlocutors will
produce conversations with more assumptions, implications, and other underlying meanings. In other words, with the unfamiliarity of the interlocutors, references
and meanings have to be made more explicit to ensure effective comprehension. The types of oral language by Brown 2001: 251 are presented in the figure
below.
Monologue Dialogue
Planned Unplanned
Interpersonal Transactional
Familiar Unfamiliar Familiar
Unfamiliar
Table 1: Types of Spoken Language by Brown 2001: 251
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4. Characteristic of Spoken Language
There are some characteristic of spoken language by Brown 2001: 270- 271 which suggests some characteristics of spoken language which can make
oral performance easy as well as, in some cases, difficult. Those characteristics are presented below:
1. Clustering deals with the way of the speaker organize their output both cognitively and physically in breath groups through such clustering.
2. Redundancy deals with the way the speaker has opportunity to make meaning clearer through the redundancy of language by capitalizing on
this feature of spoken language. 3. Reduced forms refer to contractions, elisions, reduced vowels, etc; all
form special problems in teaching spoken English. 4. Performance variables deal with a certain number of performance
hesitation, pauses, backtracking, and corrections which appear during the process of thinking as the speaker speaks. In this case, learners can
actually be taught how to pause and hesitate. 5. The teacher should also make sure that the students are well acquainted
with the words, idiom, and phrases of colloquial language and that the students get practice in producing these forms.
6. Rate of delivery refers to an acceptable speed along with other attributes of fluency should be achieved by students.
7. Stress, rhythm, and intonation which are the most important characteristics of English pronunciation convey important messages.
8. Interaction, is the important thing that should be considered related to interaction is that learning to produce waves of language in a vacuum
without interlocutors would inhibit speaking skill from it richest component: the creativity of conversational negotiation.
From those characteristics of spoken language, it can be concluded that those characteristics sometimes can make the process of speech difficult for the
students. As a result, students have to pay attention to those characteristics to be able to communicate actively so that the students can improve their speaking
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skill. To improve students’ speaking skill, the teaching and learning process of speaking needs to be done well with developed input and effective activities. As a
result, teachers need to consider the teaching of speaking skill well based on their student’s needs, ability and capacity.
5. Micro and Macro skills of Speaking
In teaching and learning of speaking, teachers always deal with the macro and micro skills of Speaking. Based on what Brown 2003:142-143 has stated on
his book, it is known that that micro skills deal with producing the smaller elements of language such as phonemes, morphemes, words, collocations, and
phrasal units. The macro skills which are achieved from the speaker’s focus on the larger elements of language such as fluency, discourse, function, style,
cohesion, nonverbal communication, and strategic options. Those macro and micro skills of speaking by Brown
2001:272 are presented on the table below.
Table 2. Micro and Macro skills of oral communication Brown 2001:272 Micro skills
1. Produce chunks of language of different lengths. 2. Orally produce differences among the English phonemes and
allophonic variants. 3. Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure, and intonation contours. 4. Produce reduced forms of words and phrases.
5. Use an adequate number of lexical units words in order to accomplish pragmatic purposes.
6. Produce fluent speech at different rates of delivery. 7.
Monitor your oral production and use various strategic devices ─ pauses, fillers, self-correction, back tracking ─ to enhance the clarity of
the message.
