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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.
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By having knowledge of macro and micro skill in oral communication, it is known that there are sixteen different objectives to asses in speaking through
both macro and micro skills. To produce comprehensible and grammatically correct oral communication, the students need to be stimulated in expressing
ideas and to be guided in their speaking. Besides, the teaching and learning process of speaking also need to be maintained by providing them qualified and
understandable inputs.
6. Types of Classroom Speaking Performance
In teaching and learning of speaking, teachers always deal with classroom activities of speaking. In creating speaking activities, teachers must consider and
8. Use grammatical word classes nouns, verbs, etc., systems e.g., tense, agreement, plural, word order, patterns, rules, and elliptical forms.
9. Produce speech in natural constituent ─ in appropriate phrases, pause
groups, breath groups, and sentences. 10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse.
Macro skills
1. Accomplish appropriately communicative functions according to situations, participations, and goals.
2. Use appropriate registers, implicates, pragmatic conventions, and the other sociolinguistic features in face-to-face conversations.
3. Convey links and connection between events and communicate such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification. 4. Use facial features, kinesics, body language, and other nonverbal cues
along with verbal language to convey meanings. 5. 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 for assessing how well
your interlocutor are understanding you.
