17 compared to a casual chat which is usually practiced with their close friends and
needs short time to prepare what they should talk about. There are numbers of outside-class speaking activities including tape
diaries, video conferencing, and human-computer interaction. Meanwhile, in speaking activity type including storytelling, jokes and anecdote, the students are
offered to perform activities which involve them to speak without partner. In addition, jokes and anecdotes are funny rehearsal of speaking.
The students are also provided activity supporting their speaking skill through the use of technology as video. They can record their performance in the
form of role-play as the assignment. Banares in Oktaputri 2010:14 states the benefits of recording the students‟ performance as they have more speaking
practices, they pay more attention to pronunciation, they will increase their motivation, and they are able to recognize whether their speaking product is good
or not. It is supported by Healey in Oktaputri 2012:15 who states that spotting the students‟ own weaknesses through videotape is much easier. It is related to the
function of students‟ learning evaluation. Th
ose activities are able in supporting and promoting the students‟ speaking skill. However, the teacher needs to consider the students‟ language proficiency
level and students‟ interest in choosing the right activities to them. A good consideration is necessary to promote each skill in speaking effectively.
3.2 Micro and Macro Skills in Speaking
As discussed previously, some activities are provided to promote students‟ speaking skill. However, discussing the type of skills in speaking is also needed to
give the clear description about how to promote the students‟ speaking skill.
18
According to Brown 2004:142, micro skills and macro skills of speaking have some differences. The micro skills are skills related to production of the
smaller chunks of language units including phonemes, morphemes, words, collocations, and phrasal units. Meanwhile, the macro skills are skills related to
the mastery on the larger elements of language units such as fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
The following table shows the specific information of micro and macro skills of speaking according to Brown 2004:142-143.
Table 2.1 Bro wn’s Micro and Macro Skills of Speaking
Micro skills Macro skills
1. Produce differences
among English
phonemes and
allophonic variants. 2. Produce chunks of language of
different lengths. 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
to accomplish pragmatic purposes.
6. Produce fluent
speech at
different rates of delivery. 7.
Monitor one‟s own oral production and use various
strategic devices−
pauses, fillers,
self- corrections,
backtracking− to enhance the clarity of the message.
8. Use grammatical word classes nouns, verbs etc., system e.g.
tense, agreement, pluralization, word order, patterns, rules, and
elliptical forms.
9. Produce speech
in natural
constituents: in
appropriate 1. Appropriately
accomplish communicative
functions according
to situations,
participants, and goals. 2. Use appropriate styles, registers,
implicature, redundancies,
pragmatic conventions,
conversation rules,
floor- keeping
and floor-yielding,
interrupting, and
other sociolinguistic features in face-
to-face conversations. 3. Convey links and connections
between events
and communicate such relations as
focal and peripheral ideas, events and feelings, new and
given
information, generalization,
and exemplification.
4. Convey facial features, kinesics, body
language, and
other nonverbal cues along with
verbal language. 5. Develop and use a battery of
speaking strategies, such as emphasizing
key words,
rephrasing, providing a context for interpreting the meaning of
19 phrases, pause groups breathe
groups, and
sentence constituents.
10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse
words, appealing for help, and accurately assessing how well
your interlocutor
in understanding you.
Those differences of micro and macro skills of speaking are important since English teacher needs to develop materials based on the right activities to promote
the right skill.
3.3 Assessing Speaking
