English correctly.
d. The difficulties in speaking
In speaking, students need to understand that English is different from Indonesian. English has its own rules and they need to know how to speak
appropriately to meet their needs in the future. However many students seem to face difficulties when they are trying to speak in English. Then, to avoid
doing mistakes, students need to know the factors that make speaking difficult. Brown 2001:270-271 outlines some aspect of spoken language
that makes speaking sometimes difficult. The aspects are clustering, word redundant, reduce form, performance variables, colloquial language, rate of
delivery, stress, rythm, and intonation, and interaction. The eight factors should be understood by the students, so the students can avoid the mistakes.
To avoid the mistakes, students should train themselves to resolve the difficulty of speaking by knowing the speaking strategies. As stated by
Harmer 2001:249, students need to know the strategies of speaking to help them resolve the difficulty they are encountering. The strategies are
improvising, discarding, foreignising, and paraphrasing. The strategies can be used by the students to avoid making mistakes and also help them to train
their fluency of speaking. By knowing the characteristics of speaking, especially what makes
speaking difficult, students are hoped to understand what to do. Also, it implies that the teachers have to guide them to avoid making mistakes. In
this case, the teacher can help them by providing good speaking strategies
for the students. Therefore, the teachers will have a chance to make their students acquire the language appropriately.
e. Microskills of speaking
Similar to other skills of language, speaking also has its own microskills. The microskills refer to producing the smaller chuncks of
language. Brown 2001: 271 states that in teaching oral communication, both the forms of language and the functions of the language are important.
Students have to understand all of the micro-skills in order to help them to speak like the native speaker.
Moreover, Richards 2008: 21-28 also classifies the micro-skills of speaking according to the functions of speaking. The micro-skills involved in
using talk as interaction are the abilities to open and close the conversation, to choose topics, to interrupt, etc. The micro-skills involved in using talk as
transactions are the abilities to explain a need, describe something, make suggestions, etc. Meanwhile, the micro-skills involved in using talk as
performance are the abilities to use an appropriate format, present information in an appropriate sequence, maintain audience engagement, use
correct pronunciation, etc. Furthermore, according to Brown 2004: 142-143 there are evelen
micro-skills of speaking. The micro-skills are producing differences among English phonemes and allophonic variants, producing chunks of language of
different lengths, producing English stress patterns, rhythmic structure, and intonation contours, producing reduced forms of words and phrases, and the
ability in using an adequate number of lexical units words to accomplish pragmatic purposes
Besides, the micro-skills of speaking also cover the ability in producing fluent speech at different rates of delivery, monitoring one
’s own oral production and use various strategic devices, producing speech in
natural constituents, expressing a particular meaning in different grammatical forms, and using cohesive devices in spoken discourse.
Meanwhile, from those microskills of speaking stated by Brown, there are some skills that I implemented in teaching the students of SMK
Muhammadiyah 3 Klaten Tengah. The microskills are: 1.
Using grammatical word classes nouns, verbs, etc., systems e.g. tense, agreement, pluralization, word order, patterns, rules, and elliptical
forms. 2.
Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.
f. Input
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