Micro and Macro Skills in Speaking

(Creating Speaking Test)

Submitted By:

Maharah Shalihah (180203050)

Muliana (180203098)

Muhammad Zikri (180203054)

Muhammad alkahfi (180203244)

Muhammad Khaliq Gibran (180203214)

Lecturer:

Mutia Elviani

ENGLISH LANGUAGE DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

AR-RANIRY STATE ISLAMIC UNIVERSITY

2021
 FOREWORD

First of all, let us say our praise and gratitude for the presence of Allah swt because it is
due to His mercy and grace that we can complete this paper entitled "How Islam Contributions in
the Development of World Civilization"
This paper was created to fulfill the course assignments given in this course. This paper,
we have compiled to increase knowledge, add insight, and deepen our and friends' understanding
of this paper. Thus, it is hoped that this paper will not only serve as a task for us, but will be
more applicable based on a critical and analytical attitude.
Thus the paper that we made, we apologize if there are still word or writing errors or
deficiencies in this paper and the end of the word the author says thank you

Banda Aceh, june 18, 2021

Group 2
 TABLE OF CONTENTS
FAREWORDS…………………………………………………………………...………………………..1
TABLE OF CONTENTS…………………………………………………………………………….........2
CHAPTER I.……………………………………………………………………………………………....3
PREFACE…………………………………………………........................................................................4
a) Background………………………………………………………………………………………….5
b) formulation of problem…...…………………………………………………………………………6
CHAPTER II… …………………………………………………………………………...........................6
DISCUSSION…………………………………..........................................................................................7
A. Definition of speaking.................……………………………………………...................................7
B. Types of speaking…...........................................................................................................................8
C. Micro and Macro skill of speaking................................................................…………………........10
D. Assesing Speaking.............................................................................................................................11
CHAPTER III….……………………………………………………………………………………….....12
CONCLUSION.……………………………………………………………………………………..........12

CHAPTER I
 PREFACE

a) Background
In learning English, there is a very important question, namely: "Does English lessons
include Knowledge or Skills?". English is included in the SKILL category or skills. In fact,
there are 4 (four) skills that must be mastered in English, namely Listening, Speaking, Reading,
and Writing. So it's the same as how to master other skills, such as riding a bicycle, driving a
car, playing badminton and so on, there is no other way to master all of them except to move or
practice. 4 skills that must be mastered in English, namely:Listening,Speaking,Reading and
Writing.Indicate the direction of communication (input and output). Ways of getting input (also
called 'reception') from listening and reading and producing output (also called 'production')
through speaking and writing. While the two methods of communication, namely oral (spoken)
and through writing (written).
Like learning Indonesian, learning English begins with listening first, then followed by
speaking, then reading, and finally writing (Neno, 2013). In addition to the four skills above,
there are four more skills that must be mastered called 'micro-skills'. Micro-skills consist of
grammar (grammar), vocabulary (vocabulary), pronunciation (pronunciation), and spelling
(spelling).
In this paper, the author will discuss how to test speaking skills in English which is part of
the teaching and learning process. This stage is part of the learning evaluation. Out Put learning
to speak can be seen from the test results. The speaking ability test is different from other ability
tests. This exam is in the form of an oral exam. Because the form is oral, the way to test and
evaluate is different from other skills.

b). Formulation of the problem

1. What is the definition of speaking?
2. What are the types of speaking?
3. What are the macro and micro skills of speaking?
4. How to asssesing speaking?

CHAPTER II
DISCUSSION
A. Definition of Speaking

Bygate defines "Oral expression involves not only the use of the right sounds in
the patterns of rhythm and intonation, but also the choice of words and inflections in the
right order to convey the right meaning". (Cited in Mackey, 1965:266)
According to Brown and Yule's (1983) spoken language consists of short,
fragmentary utterances, in a range of pronunciation. There is often a great deal of
repetition and overlap between one speaker and another, and speakers usually use non-
specific references. They also point out that speaking the loosely-organized syntax, and
non-specific words aphrases are used, spoken language is, therefore, made to feel less
conceptually dense than written language.
It is noticeable from the two productive language skills that speaking is different
from writing in both processing conditions and reciprocity conditions. "First, spoken
language is affected by the time limitations, and the associated problems of planning,
memory, and production under pressure. Second, it is reciprocal activity, which has a
crucial effect on the kinds of decisions to be made." (Bygate, 1987:11-12).
More importantly, speaking, a productive skill is known to have two main types of
conversation namely, dialogue and monologue, which are rather different. In monologue,
you give uninterrupted oral presentation while in dialogue you interact with one or more
other speakers for transactional and international purposes.
Thornburry (2001) stated that speaking requires the ability to cooperate in the
management of speaking turns between two speakers or more. It also typically takes place
in real time with a little time for detailed planning. In this circumstance, spoken language
needs a lot of memorized lexical expression. Then the study of written grammar may not
become the most important thing to consider since it is not the major aspects in speaking.
Language learners need to recognize that speaking involves three areas of
knowledge:
1. Mechanics (pronunciation, grammar, and vocabulary) using the right words
in the right order with the correct pronunciation.
2. Function (transaction and interaction) knowing when clarity of message is
essential (transaction/ information exchange) and when precise understanding
is not required (interaction/ relationship building).
 3. Social and cultural rules and norms (turn-taking, rate of speech length of
pauses between speakers, relative’s roles of participants): understanding how
to take in to account who is speaking to whom, in what circumstances, about
what and for what reason. Lier (1995: 88) cited in Nunan (2003: 48).
In conclusion, speaking deals with many skills that the speakers have to concern
when they want to become a speaker.Speaking is a challenging skill to be mastered
because it deals with three area of knowledge; mechanics, function, and social. Those
skills are not only related to the importance of language itself but also social skills. It is
different from writing skill, because writing does not require hearer but speaking skill do.
Before speaking or while speaking, speakers have to consider their choice of words, the
intonation, stress, and so on, because when they are miss-pronouncing words or phrases
the hearer may not understand what they are talking about.

B. Types of speaking
1. Imitative
At the imitative level, it is probably already clear what the student is trying to do.
At this level, the student is simply trying to repeat what was said to them in a way that
is understandable and with some adherence to pronunciation as defined by the
teacher.It doesn’t matter if the student comprehends what they are saying or carrying
on a conversation. The goal is only to reproduce what was said to them. One common
example of this is a “repeat after me” experience in the classroom.
2. Intensive
Intensive speaking involves producing a limit amount of language in a highly
control context. An example of this would be to read aloud a passage or give a direct
response to a simple question.Competency at this level is shown through achieving
certain grammatical or lexical mastery. This depends on the teacher’s expectations.
3. Responsive
Responsive is slightly more complex than intensive but the difference is blurry,
to say the least. At this level, the dialog includes a simple question with a follow-up
question or two. Conversations take place by this point but are simple in content.
4. Interactive
 The unique feature of intensive speaking is that it is usually more interpersonal
than transactional. By interpersonal it is meant speaking for maintaining
relationships. Transactional speaking is for sharing information as is common at the
responsive level.The challenge of interpersonal speaking is the context or pragmatics
The speaker has to keep in mind the use of slang, humor, ellipsis, etc. when
attempting to communicate. This is much more complex than saying yes or no or
giving directions to the bathroom in a second language.
5. Extensive
Extensive communication is normal some sort of monolog. Examples include
speech, story-telling, etc. This involves a great deal of preparation and is not
typically improvisational communication.It is one thing to survive having a
conversation with someone in a second language. You can rely on each other’s
body language to make up for communication challenges. However, with extensive
communication either the student can speak in a comprehensible way without
relying on feedback or they cannot. In my personal experience, the typical ESL
student cannot do this in a convincing manner.

C. Micro and Macro Skills of Speaking

According to Brown (2004:142-143) the micro skills refer to producing the smaller
chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
The macro skills imply the speaker’s focus on the larger elements: fluency, discourse,
function, style, cohesion, nonverbal communication, and strategic options. Micro skills
deal with simpler units of speaking. In our communication we use words, the simplest
units that all people know, under the words there are phonemes and morphemes and more
complex than words there are collocation and phrase. While macro skills are more
complex than the micro skills, macro skills more focus on the speaker’s influence
options.Below are more specific explanation of micro and macro skills of speaking
adopted from Brown (2004:142-143):
Microskills
 Microskills Produce differences among English phonemes and allophonic variants.
 Produce chunks of language of different lengths.
 Produce English stress patterns, words in stressed and unstressed positions, rhythmic
structure, and intonation contours.
 Produce reduced forms of words and phrases.
 Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
 Produce fluent speech at different rates of delivery.
 Monitor one’s own oral production and use various strategic devices - pauses, fillers,
self-corrections, backtracking - to enhance the clarity of the message.
 Use grammatical word classes (nouns, verbs etc.) systems (tense, agreement,
pluralisation), word order, patterns, rules, and elliptical forms.
 Produce speech in natural constituents: in appropriate phrases, pause groups, breathe
groups, and sentence constituents.
 Express a particular meaning in different grammatical forms.
 Use cohesive devices in spoken discourse.

Macroskills
 Appropriately accomplish communicative functions according to situations,
participants, and goals.
 Use appropriate styles, registers, implicature, redundancies, pragmatic conventions,
conversation rules, floor keeping and yielding, interrupting, and other
sociolinguistic features in face-to-face conversations.
 Convey links and connections between events and communicate such relations as
focal and peripheral ideas, events and feeling, new information and given
information, generalization and exemplification.
 Convey facial features, kinesics, body language, and other nonverbal cues along with
verbal language.
 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 assessing how well your interlocutor is understanding you.

D.Assesing Speaking

CHAPTER III
CLOSING
A. Conclusion
So, we can conclude that speaking needs micro skills as well as macro skills. Micro skills
deal with many simple units of the language itself while macro skills deal with speakers’
influence towards the language that they use. Macro skills deal with facial expression, body
language, pragmatics, and many other things that speakers have to master in order to make the
hearer convey the message well.