In conclusion, micro skill of speaking is related to the ability of the speaker to produce language, while macro skill of speaking is related to the ability of the
speaker in using context and other things surround the speakers which can support the speakers to have good oral communication. Those two abilities are drawn
when the speakers perform oral communication.
c. Basic Types of Speaking Performance.
Speaking has several types of performance. Brown 2004: 141 divides speaking performance into five types as follows:
1 Imitative.
The speaker simply imitative a word, phrase, or possibly sentence. This type of speaking concerns on pronunciation.
2 Intensive.
Producing short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological
relationship, for example completing sentence or dialog. 3
Responsive. Having interaction through limited level of very short conversations, standard
greetings and small talk, simple request and comments and soon. 4
Interactive. Responsive and interactive speaking are nearly the same. The difference is on
the length and complexity of interaction which sometimes exchanges or multiple participants.
5 Extensive.
6 Extensive oral production tasks include speeches, oral presentations and
storytelling
From each explanation above, it can be concluded that those speaking performances require the speaker to have micro skills of speaking because the
performances are classified based on the length of language that should be produced by the speakers. Brown 2004: 120 adds that those performances
compromise a category for procedure and assessment tasks.
d. Classroom Speaking Activities
Harmer 2001:271 mentions examples of speaking activities. The activities can be described as follows.
1 Acting from a script
Students are asked to perform scenes form plays, or their coursebooks, or the dialogue they have written themselves in front of the class.
2 Communication games
There are many types of games with their own purposes to provoke communication. However, the most widely-used game in speaking is
information gap in which one students has to talk to a partners to solve a puzzle and soon.
3 Discussion
Discussion activity involves exchanging thought and ideas to other in order to reach a decision or a consensus, whether it is in group or whole class.
4 Prepared talk
Students make presentation on a topic of their own choice. 5
Questionnaires Students can design questionnaire using any topic that is appropriate.
Questionnaire is useful because questioner and respondent have something to say each other.
6 Simulation and role-play
Students take a role of a character which different from themselves.
In conclusion, each of activity presented above has their own communicative purpose. Each of the activity requires students to do different activity which
match to the communicative purpose that need to encounter. There are two terms that cannot be separated from speaking. They are
accuracy and fluency. The two terms influence the accuracy of the language produced by the speaker and the flow of the communication.
e. Assessing Speaking
