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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.
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refer to types of classroom speaking performance. Regarding to this, Brown 2001: 270, proposes five types of classroom speaking performance. Those are
follows: a. Imitative
This type is merely imitating ability. It means that the ability on this type is to simply imitate a word or phrase or possibly a sentence.
This type demands the students to focus on phonetic level of oral production; they are a number of prosodic, lexical, and grammatical
properties of language. b. Intensive
This second type of speaking is frequently used as an assessment to assess the production of short stretches of oral language. The
assessment using this type of speaking are designed to demonstrate competence in focusing on a narrow band of grammatical, phrasal, lexical,
or phonological relationships such as prosodic elements-intonation, stress, rhythm, juncture. In addition, the examples of intensive
assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion, limited picture-cued tasks including simple
sequences, and translation up to the simple sentence level.
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c. Responsive This responsive assessment tasks include interaction and test
comprehension but the speaking level on this type employs the use of very short conversations, standard greetings and small talk, simple requests and
comments, and the like. d. Interactive
Similar to the responsive type, this type also includes interaction to perform. The difference between responsive and interactive speaking lies
on the length and complexity of the interaction. This interaction on this type sometimes includes multiple exchanges and or multiple participants.
Also, interaction can take the two forms of transactional language, which have the purpose of maintaining social relationships. In interpersonal
exchanges, oral production can become pragmatically complex with the need to speak in a casual register and use colloquial language, ellipsis,
slang, humor, and other sociolinguistic conversations. e. Extensive monologue
This extensive oral production tasks include speeches, oral presentations, and story-telling. The oral interaction from listeners is
limited because this type of speaking is in the form of monologue which has been planned by the speakers. Language style is deliberately and
formally planned by the speakers. However, there is no rule which is
