5. The ability in developing and using speaking strategies. Meanwhile, the microskills of oral communication refer to producing the
smaller chunks of languages such as phonemes, morphemes, words, collocations, and phrasal units. Those microskills are explained below:
1. Producing differences among English phonemes and allophonic variants,
2. Producing chunks of language of different lengths, 3. Producing English stress patterns,
4. Producing reduced forms of words and phrases. 5. Using an adequate number of lexical unit words
6. Producing fluent speech at different rates of delivery. 7. Monitoring one’s own oral productions and uses various strategic
devices, 8. Using grammatical word, systems, patterns, rules, and elliptical forms.
9. Producing speech at natural constituent, 10. Expressing a particular meaning in different grammatical forms,
11. Using cohesive devices in spoken discourse. Based on the explanation above, macroskills and microskills are two
important parts of speaking skill which have to be considered by the teacher in teaching oral communication. By considering them, the learners will not only be
able to speak to express their thought and feelings, but also have abilities in maintaining conversation based on the context of situation by using an adequate
number of lexical unit, grammatical forms, and cohesion devices.
d. Teaching Speaking
Speaking is one of the four main skills in second language teaching. It can be learnt or taught by using many methods and media. But in some schools,
teachers seldom use any method or media to improve the students’ speaking skill. The students are only asked to memorize words and their meanings, do the
students’ workbook, or memorize dialogues. Now, the goal of teaching speaking is to improve students’ communication skills in order to be able to express their
thought, ideas, or feelings, and learn how to follow social rules in communication activities.
According to Nunan 2003 in Kayi 2006, the main aim of teaching speaking is to prepare the learners to be able to:
1. Produce the English sounds and speech patterns. 2. Use words and sentence stress, intonation patterns and the rhythm of
the second language. 3. Select appropriate words and sentences according to the proper social
setting, audience, situation, and the subject matter. 4. Organize their thoughts in a meaningful and logical sequence.
5. Use language as a means of expressing values and judgments. 6. Use the language quickly and confidently with few unnatural pauses,
which is called fluency. Based on the main aim of teaching oral communication above, a teacher
has to design speaking activities which can cover the skills of speaking, either
macroskills or microskills. In designing speaking activities, there are seven principles which should be considered, as proposed by Brown 2001: 275 – 276:
1. Use techniques that cover the spectrum of learner needs, from language – based focus on accuracy to message – based focus on
interaction, meaning, and fluency. 2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language in meaningful contexts. 4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening. 6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies. For the principles above, teachers do not only teach how to speak English
fluently, but also have to be taught on how to encourage the development of speaking strategies in order to know how to maintain the communication activity.
Besides considering the principles of designing speaking tasks above, teachers have to know their roles in teaching speaking, as proposed by Harmer
2007: 347 – 348: 1. Prompter.
Sometimes, students get lost on what they want to say next or sometimes they get lost their fluency in what they say. In this role,
teachers have to help the students by offering the best options or
