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5. Was the topic participant’s interest and chosen by themselves? 6. Did the participant do the Hot Seat in the class in the following week after
the lecturer pointed them or in impromptu way? 7. When was the Hot Seat activity implemented? Was it at the beginning,
middle or the end of meeting? 8. Did the audiences lecturer and other participants give the feedback after a
participant did the Hot Seat? 9. What kind of feedback was given to participant? Was it in the form of
question and answer or just simply evaluation from the lecturer?
E. Data Gathering Technique
The data were gathered from the questionnaires which were distributed in four classes. Firstly, the researcher made sure that all participants had experienced Hot
Seat in speaking classes at the previous semesters by asking the participants beforehand. The perception of students was the main key of this research, which is
why an experience is important. As Braun and Linder 1975 said that “Expectation and previous experience constantly interact with one another to influence our
perception of sensory events” p. 308. In learning English speaking, the students definitely had the expectations which had to be accomplished. From the expectation
and the experience that they got from the use of Hot Seat game in speaking class as the activity, they could explain how they felt in which the presence of speaking
anxiety would be seen. The researcher distributed the questionnaires a day after getting the
permission from the lecturers who teach Critical Listening and Speaking II as the
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setting of the research. The researcher distributed the questionnaires in the beginning session for each of four classes. The researcher reread and gave the explanation of the
instructions in answering the questionnaire. The researcher took about 15 minutes for students in each class to do the questionnaires.
F. Data Analysis Technique
In the questionnaire, there were two parts. The participants were required to choose a four-point questionnaire where the items are about their perception on
language anxiety when doing Hot Seat activity. The students who have low speaking anxiety tended to choose strongly disagree or disagree column on positive statement
and chose strongly agree or agree on negative statement. On the other hand, the students who have high speaking anxiety tended to choose strongly agree or agree
column on positive statement or chose strongly disagree or disagree on negative statement. The 22 items in the questionnaire referred to the source of anxiety, where
item number 1 – 7 refer to communication apprehension anxiety, item number 8 – 14 refer to test anxiety, and item 15 – 22 refer to the fear of negative feedback.
G. Research Procedure
This section summarizes the steps in conducting the study. There were six steps according to Ary et al. 2006: p. 378. Those steps were planning, defining
population, sampling, construction instruments, conduction survey, and processing the data.
