Practically, this research is expected to give a valuable contribution to the

11 2 The Macro Skills: a Use the functional expressions appropriately according to situations, participants and goals. b Use appropriate words choice based on the situation and the participants in face-to-face conversations. c Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feeling, new information and given information, generalization and exemplifications. d Use facial feature, kinesics, body language and other nonverbal cues along with verbal language. e Develop and use 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 you interlocutor is understanding you. In addition, Spratt, Pulverness and William Spare 2005:34 state when people are speaking, they usually use a different aspect of speaking. There are two main aspects of speaking aspects, fluency and accuracy. Fluency means being able to communicate with a language easily and well Oxford: 2008. In addition, accuracy in speaking is the ability to produce correct sentences using correct grammar, vocabulary and pronunciation. The macro and micro skills above show that the students need to learn the forms of language as well as the functions of language. In the teaching of speaking, they are introduced to the pieces of language to see the whole part of it. It is expected that showing the macro and micro skills of speaking to them could help them convey and negotiate meanings of language.

2. Teaching Speaking

Speaking is one of the important parts of second language teaching and learning. Today’s goal of the teaching speaking is to impose students to use language communicatively in order to follow social and cultural rules in each 12 communication circumstance. To use language communicatively, the students need to master communicative competence which involves grammatical competence, sociolinguistics competence, strategic competence and discourse competence Richard, 2006:9. It is important for the teacher to think more about how to teach speaking. Learners of English need to make themselves completely involved to practice English in different kinds of learning activies and situation because learning speaking is quite challenging. Seidlhofer and Knapp 2009: 3. It means that the teacher should provides them with many kinds of different activites to help them improve their ability in speaking. The speaking activities can run well when they practice a lot. Harmer 2007: 345-348 explains some important points related to the teaching of speaking to minimize the students’ reluctance in speaking. The first is preparation. Preparation is important because it gives enough time to the students to think about what they want to speak, before they perform speaking in public.The second is the value of repetition. It allows the students to revise on what they have done before, gets some chance to analyze what they have already done and gets them to draft and re-draft their writing. The third is taking the students into big group or small group. Through this way, the students can make sure that they get chances to speak and interact in big or small groups. Therefore, the students can share their idea with they friends. The last is manadatory participation: allowing the students to equal engage in a task without knowing