To sum up, the type of speaking that the staff of marketing would be improved was extensive. It was because their activity to improve speaking
skills was speech.
d. Micro and Macro Skills of Speaking
Brown 2003:142 points out a list of microskills and macroskills of speaking, as follows:
1 Microskills a Produce differences among English phonemes and allophonic variants.
b Produce chunks of language of different length. c Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure and intonation contours. d Produce reduce forms of words and phrases.
e Use an adequate number of lexical units words to accomplish pragmatic purposes.
f Produce fluent speech at different rates of delivery. g Monitor one’s own oral production and use various strategic devices-
pauses, fillers, self- corrections, backtracking- to enhance the clarity of the message.
h Use grammatical word classes nouns, verbs, etc., systems e.g. tense, agreement, and pluralization, word order, patterns, rules, and elliptical
forms.
i Produce speech in natural constituents; in appropriate phrases, pause groups, breath groups, and sentence constituents.
j Express a particular meaning in different grammatical form. k Use cohesive devices in spoken discourse.
2 Macroskills a Appropriately accomplish communicative function according to
situations, participants, and goals. b Use appropriate styles, registers, implicature, redundancies, pragmatic
conventions, conversation rules, floor-keeping and –yielding, interrupting, and other sociolinguistic features in face-to-face conversations.
c Convey links and connections between events and communicative such relations as focal and peripheral ideas, events and feelings, new
information and given information, generalization and exemplification. d Convey facial features, kinesics, body language, and other nonverbal cues
along with verbal language. e Develop 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. It was unrealistic if the researcher wanted to improve the speaking
skills in all aspect of micro and macro skills, therefore, only some of micro
skills that were tried to be improved in this research. They were in the lack of fluency and accuracy. Furthermore, the list has proven useful in the domain
of specifying objectives for learning and maybe even more useful in forcing test maker to carefully identify specific assessment objectives.
e. Classroom Speaking Activities
