Student`s perception on the use of hot seat as a supporting activity in improving their speaking skills in speaking class.

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STUDENTS’ PERCEPTION ON THE USE OF HOT SEAT AS A
SUPPORTING ACTIVITY IN IMPROVING THEIR
SPEAKING SKILLS IN SPEAKING CLASS
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Frederika Rintakristy Yosephine
Student Number: 071214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

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STUDENTS’ PERCEPTION ON THE USE OF HOT SEAT AS A
SUPPORTING ACTIVITY IN IMPROVING THEIR
SPEAKING SKILLS IN SPEAKING CLASS
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Frederika Rintakristy Yosephine
Student Number: 071214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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I dedicate this

thesis to my
dear God, lovely
parents, and
brother 

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 18th May 2012
The Writer

Frederika Rintakristy Yosephine
071214110

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Frederika Rintakristy Yosephine

Nomor Mahasiswa: 071214110
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF HOT SEAT AS A
SUPPORTING ACTIVITY IN IMPROVING THEIR SPEAKING SKILLS IN
SPEAKING CLASS
beserta perangkat yang diperlukan (bila ada). Dengan semikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 18 Mei 2012
Yang menyatakan

(Frederika Rintakristy Yosephine)

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ABSTRACT
Yosephine, Frederika Rintakristy. (2012). Students’ Perception on the Use of Hot
Seat as A Supporting Activity in Improving Their Speaking Skills in Speaking
Class. Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The use of Hot Seat activity as a supporting activity in speaking class is
important to improve students’ speaking skills. Unfortunately, the use of Hot Seat
activity in speaking class, recently, cannot ensure that every student can improve
their speaking skills. That problem can influence the students’ motivation and

expectation in learning speaking English, which can also influence their
perception on this activity. Because of those reasons, the researcher was inspired
to analyze the students’ perception on the use of Hot Seat activity in speaking
class. There were three research questions in this research: (1) How is Hot Seat
activity implemented in speaking class? (2) What are students’ perceptions on the
use of Hot Seat as a supporting activity in improving their speaking skills in
speaking class? (3) What are students’ suggestions for further implementation of
Hot Seat activity in speaking class?
To answer those research problems, the researcher employed survey
research. The researcher took 100 respondents from third semester students who
were taking Critical Listening and Speaking course in the academic year
2011/2012 at the English Language Education Study Program, Sanata Dharma
University. The data were obtained by using questionnaire as the instrument. The
questionnaire consisted of 30 items of close-ended questions and 1 item of openended question. The data gathered were put in the table and were analyzed to
answer the research problems.
The research result showed the implementation of Hot Seat activity in
speaking class and the positive perception from almost all of the students on the
use of Hot Seat activity in speaking class. The researcher categorized the three
main weaknesses on the use of Hot Seat activity in speaking class. There were still
some students thinking that Hot Seat activity was a boring activity because of

many factors, there were only some of the students gave the feedback for the
speakers in Hot Seat activity, and the last, but it is so crucial, the students did not
have the chance to experience Hot Seat activity, which could improve their
speaking skills, in speaking class.
The students also gave their suggestions for the further implementation of
a Hot Seat activity in speaking class. The students suggested that Hot Seat activity
was kept and done again in speaking class, or even, in the other class by adding
more creativity on the implementation and feedback from the audiences in order
to improve students’ speaking skills. Beside that, the students also suggested that
the classroom and time management in speaking class should be arranged and
obeyed precisely based on the goal of language teaching.
Keywords: perception, hot seat activity, speaking skills
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ABSTRAK
Yosephine, Frederika Rintakristy. (2012). Students’ Perception on the Use of Hot
Seat as A Supporting Activity in Improving Their Speaking Skills in Speaking
Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penggunaan aktivitas Hot Seat sebagai sebuah aktivitas pendukung di
kelas speaking sangat penting untuk meningkatkan ketrampilan berbicara para
siswa. Sayangnya, penggunaan aktivitas tersebut saat ini di kelas speaking tidak
dapat menjamin bahwa setiap siswa dapat meningkatkan ketrampilan berbicara
mereka. Masalah tersebut dapat mempengaruhi motivasi, harapan dan persepsi
para siswa terhadap aktivitas ini dalam mempelajari speaking dalam Bahasa
Inggris. Oleh karena itu, peneliti terinspirasi untuk menganalisis persepsi para
siswa terhadap penggunaan aktivitas Hot Seat di kelas speaking. Ada tiga
rumusan masalah yang terdapat di dalam penelitian ini: (1) Bagaimana penerapan
aktivitas Hot Seat di kelas speaking? (2) Bagaimana persepsi para siswa terhadap
penggunaan Hot Seat sebagai sebuah aktivitas pendukung dalam meningkatkan
ketrampilan berbicara siswa di kelas speaking? (3) Apa saja saran dari para siswa
untuk penerapan aktivitas Hot Seat selanjutnya di kelas speaking?
Untuk menjawab rumusan masalah tersebut, peneliti menggunakan

penelitian survei. Peneliti mengambil 100 responden dari siswa semester tiga yang
mengambil mata kuliah Critical Listening and Speaking di Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma pada tahun ajaran
2011/2012. Data diperoleh dengan menggunakan kuesioner, sebagai instrumen
penelitian, yang terdiri dari 30 pertanyaan tipe tertutup and 1 pertanyaan tipe
terbuka. Data yang terkumpul dimasukkan ke dalam tabel lalu dianalisis untuk
menjawab rumusan masalah.
Hasil dari penelitian menjelaskan bagaimana penerapan aktivitas Hot Seat
di kelas speaking dan juga persepsi positif yang diberikan oleh hampir semua
siswa. Peneliti mengategorisasikan tiga kelemahan utama dari penggunaan
aktivitas Hot Seat di kelas speaking, yaitu masih ada beberapa siswa yang berpikir
bahwa aktivitas Hot Seat adalah aktivitas yang membosankan karena banyak
faktor, tidak semua siswa memberikan feedback untuk para pembicara pada
aktivitas Hot Seat, dan para siswa sudah tidak mempunyai kesempatan lagi untuk
mengalami aktivitas Hot Seat yang dapat meningkatkan ketrampilan berbicara
mereka di kelas speaking.
Para siswa juga memberikan saran untuk penerapan aktivitas Hot Seat
selanjutnya di kelas speaking. Para siswa menyarankan untuk tetap menjaga dan
menggunakan aktivitas Hot Seat kembali di kelas speaking atau bahkan, di kelas
lain, dengan lebih menambahkan kreativitas dan feedback dari dosen dan juga
para siswa untuk meningkatkan ketrampilan berbicara mereka. Selain itu, para
siswa juga menyarankan bahwa menejemen kelas dan waktu harus disusun dan
ditaati secara tepat sesuai dengan tujuan dari pengajaran bahasa.
Kata kunci: persepsi, aktivitas hot seat, ketrampilan berbicara
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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for always blessing, helping
and guiding me during the completion of my thesis. With His love, I have
experienced a beautiful life. I also thank Mother Mary for always listening to my
prayers.
I would like to thank my sponsor, Bapak Ag. Hardi Prasetyo, S.Pd.,
M.A., who always helped, supported and guided me patiently during the
completion of my thesis. I also would like to sincerely thank Ibu Christina
Lhaksmita Anandari, S.Pd., M.Ed. and Bapak Chrysogonus Siddha Malilang,
S.Pd., M.Phil., as the lecturers of Critical Listening and Speaking class for the
opportunity given to me to conduct the research in their classes. I also would like
to thank all the students of Critical Listening and Speaking class of 2011/2012 for
all of their remarkable willingness in being my respondents and giving me
valuable information for the sake of writing this thesis.
With lots of love, my deep and great gratitude goes to my beloved family,
Bapak Yuventius Sugito, Mama Margaretha Marini, Adek Fulgentius Rinto
Krisjandika and the other families who I cannot mention one by one. I thank
them for giving me love, care, support, and of course, financial support.
Further, I would like to thank my friends: melody family: Pak Budi, Susi,
Tari, Mbak Ratri, and Vivi; Dream Catcher crew: Banu, Oma Debby, Eyik,
Ucik, and Vita; Aik, Nana ‘Uut’, and Luche for giving me help, love, and
support during the completion of my lecture and thesis. I also would like to thank
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Ibu Laurentia Sumarni, S.Pd., Beni and Tika PBI ’10 for giving me help in
gathering some beneficial information for my thesis.
At last, I would like to thank anybody, whom I cannot mention one by one,
who has given me many supports in the process of writing this thesis. May His
blessings always pour on them.

Frederika Rintakristy Yosephine

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TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................ i
APPROVAL PAGES ................................................................................ ii
DEDICATION PAGE ............................................................................. iv
STATEMENT OF WORK’S ORIGINALITY ...................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................... vi
ABSTRACT .............................................................................................. vii
ABSTRAK ................................................................................................ viii
ACKNOWLEDGEMENTS ..................................................................... ix
TABLE OF CONTENTS ........................................................................ xi
LIST OF FIGURE .................................................................................. xv
LIST OF TABLES ................................................................................. xvi
LIST OF APPENDICES ....................................................................... xvii

CHAPTER I INTRODUCTION ............................................................. 1
A. Research Background ................................................................ 1
B. Research Problems .................................................................... 4
C. Research Limitations ................................................................ 5
D. Research Objectives ................................................................. 5
E. Research Benefits ...................................................................... 6
F. Definition of Terms ................................................................. 8

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CHAPTER II REVIEW OF RELATED LITERATURE ................... 11
A. Theoretical Description ............................................................ 11
1. Perception and Perceptual Process .................................... 11
2. Characteristics of A Speaking Class .................................. 14
3. The Nature of Hot Seat Activity in Speaking Class ......... 17
B. Theoretical Framework ............................................................ 20

CHAPTER III RESEARCH METHODOLOGY ................................. 21
A. Research Method ..................................................................... 21
B. Research Setting ...................................................................... 22
C. Research Participants ............................................................... 22
D. Research Instrument and Data Gathering Technique ............. 23
1. Research Instrument .......................................................... 23
2. Data Gathering Technique ................................................. 25
E. Data Analysis Technique ......................................................... 26
1. Classification of the Perception of the Total
Respondent ......................................................................... 27
2. Classification of the Perception of Each Respondent ........ 28
3. Classification of the Perception of Each Statement 29
F. Research Procedure .................................................................. 30

CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS ........... 32
A. The Implementation of Hot Seat Activity in Speaking
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Class ....................................................................................... 32
B. Students’ Perception on the Use of Hot Seat Activity in
Improving Speaking Skills ...................................................... 36
C. The Suggestions for the Further Implementation of Hot Seat
Activity .................................................................................... 42

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ........ 47
A. Conclusions .............................................................................. 47
1. The Implementation of Hot Seat Activity in Speaking
Class .................................................................................. 47
2. Students’ Perception on the Use of Hot Seat Activity in
Improving Speaking Skills ................................................. 48
3. The Suggestions for the Further Implementation of Hot
Seat Activity ..................................................................... 49
B. Recommendations ................................................................... 50
1. Recommendations about Hot Seat Activity ..................... 51
2. Recommendations for the Students in Speaking Class .... 51
3. Recommendations for the Lecturers in Speaking Class...... 51
4. Recommendations for the Future Research ....................... 52

REFERENCES ........................................................................................ 53
APPENDICES .......................................................................................... 55
APPENDIX 1 ........................................................................................... 56
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APPENDIX 2 ........................................................................................... 60

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LIST OF FIGURE
Figure 2.1

Page

The Perceptual Process

(Altman, Valenzi, and Hodgetts, 1985, p. 86) ................... 13

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LIST OF TABLES
Table 3.1

Page
The Schedule of Research .................................................. 22

Table 3.2

The Description of Questionnaire ...................................... 23

Table 4.1

The Description of Questionnaire Results of Part I ........... 33

Table 4.2

The Percentage of Respondents’ Chance in Experiencing
Hot Seat Activity ................................................................ 34

Table 4.3

The Classification of Respondents’ Perception of Each
Statement ............................................................................ 37

Table 4.4

The Percentage of Perception Each Respondent on the
Use of Hot Seat Activity in Speaking Class ...................... 41

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LIST OF APPENDICES
Appendix 1

Page
The Questionnaire Sheet ................................................... 56

Appendix 2

Blue Print of Questionnaire Results ................................... 60

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CHAPTER I
INTRODUCTION

This chapter provides the background information related to the subject
matter triggered to be analyzed, general aim why the researcher intended to do the
research of it, and presents the focus and content of the research.

A. Research Background
Nowadays, learning English become a necessity for people in Indonesia
because English is one of international languages. According to Brown (2007),
English is a language that is used for international communication in
transportation, commerce, tourism, technology, diplomacy among nonnative
speakers around the world (para. 136). This matter, recently, makes English
competence is one of consideration points in applying a job. The applicants are
not only expected to master English passively, but also actively. Actively, in this
case, means that they have to be able to apply their competence in English through
communication.
In learning English, the skills that can be improved by the students are
listening, speaking, reading, and writing skills. The most important skill in
teaching and learning English is speaking, as Kayi (2006) says that speaking is “a
crucial part of second language learning and teaching”. Freeman (2001) also says
that, in teaching and learning English, “knowledge of the forms of language” that
have been learnt through reading, writing, and listening skill is “insufficient”, the
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students have to be able to communicate it as “a process” of the application of that
knowledge “in the target language”, which is English (para. 128).
The students will find it easy to learn and improve their speaking skills if
they have enough time to practice it. Since achieving communicative competence
is the goal of teaching speaking English, Communicative Language Teaching is
used as an appropriate approach in speaking class, as Freeman (2001) says:
Communicative Language Teaching aims broadly to apply the theoretical
perspective of the Communicative Approach by making communicative
competence the goal of language teaching and by acknowledging the
interdependence of language and communication (p. 121).
Therefore, the lecturers, who are teaching speaking, have to design either the
material or activity that is not only focusing on how to form the sentences, but
also apply it for communication based on the topics, which are being discussed, as
the goal of language teaching.
The lecturers who are teaching speaking in English Language Education
Study Program in Sanata Dharma University have applied Communicative
Approach in speaking class. They design some communicative activities to
facilitate their students in improving their speaking skills. All activities require the
students to speak up more in the class. Thus, the students are expected to learn
more actively, as Freeman (2001) says, “Students are seen as more responsible
managers of their own learning” (p. 129). One of the activities which are used in
speaking class in English Language Education Study Program of Sanata Dharma
University is Hot Seat activity. The name “Hot Seat” is inspired by a television
quiz “Who Wants to Be a Millionaire”. In that quiz, “Hot Seat” is a place where a
tense person is answering some questions in order to be a winner. This situation is

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almost similar with the students who are required to speak in front of their lecturer
and friends in the class although they feel tense.
Hot Seat activity was applied for first, second, and third semester in
subjects such as KPE 130 Interactional Speech I class, KPE 131 Interactional
Speech II class, and KPE 231 Transactional Speech class, respectively. According
to Morrow, “information gap, choice, and feedback” are the “features” which
indicate the “truly communicative activity” (as cited in Freeman, 2001, p. 129).
Those features are also found in Hot Seat activity. In Hot Seat activity, a student
has a chance to exchange information, which the other students probably do not
know, with the other students and the information which will be shared is based
on their choices. Although the students share the information in front of the class
personally, they can still do the communication in giving the feedback. The
audiences should give feedback for the speaker at that moment. The feedback,
which is given, is not only the correction or evaluation, but also question and
answer session.
Unfortunately, the implementation of Hot Seat activity, recently, is seldom
in speaking class. The students should do Hot Seat activity, as a supporting
activity, more than once in order to improve their speaking skills, whereas, the
implementation of Hot Seat activity in speaking class of English Language
Education Study Program is only done twice in the first and second semester. The
students cannot experience Hot Seat activity anymore in the rest of the semester in
speaking class of English Language Education Study Program because of the
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combined with listening class, Hot Seat activity is not doing anymore. That
problem in the implementation of Hot Seat activity in speaking class can influence
the students’ motivation and expectation in learning speaking English. Beside
that, the problems can influence their perception on this activity, as Braun and
Linder (1975) say, “Perception is also substantially influenced by our motivation
and needs” (p. 308).
Because of that condition, the researcher was eager to discover and
analyze the perception from the students, who have experienced Hot Seat activity
in speaking class of English Language Education Study Program of Sanata
Dharma University. The perception focuses on the strengths and weaknesses of
the use of Hot Seat activity as a supporting activity in improving speaking skills in
speaking class.

B. Research Problems
Based on the background, there are three questions which will be
discussed in this research:
1. How is Hot Seat activity implemented in speaking class?
2. What are students’ perceptions on the use of Hot Seat as a supporting activity
in improving their speaking skills in speaking class?
3. What are students’ suggestions for further implementation of Hot Seat activity
in speaking class?

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C. Research Limitations
Since the researcher intends to conduct a research on the perception of the
students on the use of Hot Seat activity as a supporting activity in improving their
speaking skills in speaking class, the focus of this research is the strengths and
weaknesses on the use of Hot Seat activity in speaking class. Besides the strengths
and weaknesses on the use of Hot Seat activity, the researcher also wants to
discover the suggestions from the students for the further implementation Hot Seat
activity in speaking class. The researcher conducted a research on the third
semester students, of English Language Education Study Program of Sanata
Dharma University in the academic year of 2011/2012, which have ever
experienced Hot Seat activity in KPE 130 Interactional Speech I class and KPE
131 Interactional Speech II class last year.

D. Research Objectives
In the relation with the questions, there are three objectives presented in
this research. Those objectives are to discover the implementation of Hot Seat
activity in speaking class as the supporting activity in improving students’
speaking skills, to analyze students’ perception which is focused on the strengths
and weaknesses of the use of Hot Seat activity in speaking class, and to discover
students’ suggestions for the further implementation of Hot Seat in speaking class
as the supporting activity in improving students’ speaking skills.

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E. Research Benefits
The findings of this research are expected to give contribution to:
1. Lecturers of Speaking Class, especially in English Language Education
Study Program of Sanata Dharma University
In this research, the researcher provides the information on how the
students perceive the use of Hot Seat activity, which is focused on its strengths
and weaknesses, as a supporting activity in improving their speaking skills in
speaking class. Therefore, the results are expected to be the consideration points
for the lecturers in still using Hot Seat activity in speaking class as the supporting
activity in improving students’ speaking skills. Beside that, the researcher also
provides suggestions from the students to improve the further implementation of
Hot Seat activity in speaking class. It can be done through decreasing the
weaknesses and developing the strengths of the use of this activity in speaking
class before. The results in this research are also really expected to provide
evidence that Hot Seat activity in speaking class is a very helpful facility for the
lecturers in teaching English through speaking. By using the appropriate activity
in improving students’ speaking skills, the students are expected to improve their
speaking skills for communication as the goal of teaching and learning English.

2. Students of Speaking Class
In this research, the researcher also provides some information about Hot
Seat activity including the strengths and weaknesses of using this activity in
speaking class. This information is expected to give more knowledge for the

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students about the appropriate method and activity in improving their speaking
skills in speaking class. Besides that, the results of the questionnaire also can give
further comprehension about the effect of perception on the use of Hot Seat
activity in improving speaking skills in speaking class. If the effects of Hot Seat
activity are perceived positively by the students, it will show that this activity is an
appropriate activity, which can be employed in speaking class, in improving their
speaking skills.

3. English Language Education Study Program
In this research, the perception and suggestions from the students on the
use of Hot Seat activity in improving students’ speaking skills can be the
consideration for designing the activity in speaking class. The speaking lecturers
can reform Hot Seat activity by reducing its weaknesses and developing its
strengths so that this activity still can be used in speaking class to improve
students’ speaking skills. By using the appropriate activity like Hot Seat in
speaking class, the students can improve their speaking skills well as the
preparation to be the English teacher candidates.

4. Future researchers
The researcher hopes that this research can inspire and motivate further
researchers who will conduct the research on the same topic, namely Hot Seat
activity in speaking class. This research is also expected to give more information
and understanding on the use of Hot Seat in speaking class.

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F. Definition of Terms
For clarifying concepts and avoiding misinterpretation, the researcher
provides some definition of terms in this research. The researcher defines the key
words in this study. They are perception, hot seat activity, and speaking skills.
1. Perception
In this study, the researcher defines perception based on McShane and
Glinow (2005) who state that perception is “the process of receiving information
about and making sense of the world around us” (p. 76). There are three factors
that can influence our perception. They are the perceiver, the object or target, and
the context of situation in which the perception is made. Many things can
influence the perception, including the experience and motivation. In this
research, perception is defined as students’ response or sense from their
experience about the strengths and weaknesses from the use of Hot Seat activity in
improving their speaking skills in speaking class.

2. Hot Seat Activity
Since the goal of language teaching is communicative, competence,
Communicative Language Teaching is an approach which is employed in
speaking class. The students are required to speak or communicate a lot in the
speaking class. Therefore, the lecturers of speaking class have to design the
activities which are appropriate to speaking class. Hot Seat activity is one of the
representative activities of the seven principles of Communicative Language
Teaching approach. Actually, there is no exact definition of Hot Seat activity, but,

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the nature of this activity applies the principles of Communicative Language
Teaching approach. The name “Hot Seat” was inspired by a quiz in television.
According to Freeman (2001), “activities that are truly communicative have three
features in common: information gap, choice, and feedback” (p. 129). Hot Seat
activity requires the students to share information about the topic which have been
chosen, in front of the class. The students, who have done Hot Seat, get feedback
from the audiences who are the lecturer and the other students. The feedback can
be in the form of either evaluation or question and answer session.
Based on that theory, in this study, Hot Seat is an activity that is used in
English Language Education Study Program of Sanata Dharma University to
improve students’ speaking skills. Recently, in English Language Education Study
Program of Sanata Dharma University, the Hot Seat activity is only used in the
first and second semester. This activity is used in KPE 130 Interactional Speech I
class and KPE 131 Interactional Speech II class.

3. Speaking Skills
The aim of the implementation of Hot Seat activity in speaking class, in
English Language Education Study Program of Sanata Dharma University, is to
improve the students’ skills definitely in speaking English. Since Communicative
Language Teaching is an appropriate approach used in the speaking class, the
speaking skills will be analyzed in this study are based on the “seven
characteristics of Communication Language Teaching Approach” (p. 46-47),
which are stated by Brown (2007). They are fluently, accuracy, grammatical,

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discourse, functional, and also motivational. Accuracy, here, includes the
accuracy of grammar, pronunciation, and vocabulary. Motivational includes
students’ feelings and opinions in doing Hot Seat activity. Those speaking skills
can show the strengths and weaknesses of the implementation of Hot Seat activity
in speaking class.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents a review of theoretical writings which are related to
the study matter. The theoretical description consists of the discussion on
perception, the use of Hot Seat activity in order to improve speaking skills, and
speaking class. The theoretical framework provides the summaries of all the
related theories which help the researcher conduct the research to solve the
problems in this study.

A. Theoretical Description
In this section, the researcher will review the description of perception and
perceptual process, characteristics of a speaking class, and the use of Hot Seat
activity in improving students’ speaking skills.
1. Perception and Perceptual Process
According to Altman, Valenzi, and Hodgetts (1985), perception is “the
way stimuli are selected and grouped by a person so that they can be meaningfully
interpreted” (p. 85). Altman, Valenzi, and Hodgetts (1985) also say that the
process of perception can make us “understand and cope with the environment in
which we live” (p. 85). Another definition of perception based on McShane and
Glinow (2005) is “the process of receiving information and making sense of the
world around us” (p. 76). Based on those definitions, perception can be defined as
the opinion or point of view of the perceiver of an object or an event which exists
11

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in the world. Each person may have different perception of an object with the
others, which then leads to different behavioral responses and attitudes.
According to Altman, Valenzi, and Hodgetts (1985), there are some
“factors which influence a person’s perception” (p. 86-91). The factors are
selection of stimuli, organization of stimuli, the situation, and the person’s selfconcept.
a. Selection of stimuli
From some stimuli which we are surrounded with, we focus only on a
small number. It is called selected. The selected stimuli makes the perception each
person is different.
b. Organization of stimuli
After selecting the stimuli, it has to be arranged or organized so that the
stimuli become meaningful.
c. The situation
A situation, as well as the past experience, affects what a person perceives.
Perceiving a situation accurately is also related to how well a person adjusts his or
her behavior to situations.
d. The person’s self-concept
The way we feel about and perceive ourselves is known as our selfconcept. The way we see ourselves affects our perception of the world around us.
This self-concept is important because your mental picture of yourself determines
much of what you perceive and do.

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From those four factors, the perceptual process is described in the following
figure.

Stimuli

Sensors’
selection
of stimuli

Perception,
organization, and
interpretation of
s t i m ul i

Behavioral
response

Figure 2.1
The Perceptual Process
(Altman, Valenzi, and Hodgetts, 1985, p. 86)

Huffman, Vernoy, and Vernoy (2000) suggest that “sensation and
perception are intimately related and difficult to separate, but there is a distinct
difference” (p. 107). Sensation refers to the process of “detecting and transducing”
the raw sensory information, whereas perception refers to the process of
“selecting, organizing, and interpreting the sensory data into useful mental
representation of the world” (Huffman, Vernoy, and Vernoy, 2000, p. 107).
Although sensation and perception has the difference, sensation can influence
perception. Related to this research, besides the sensation, experience also has
connection with perception. The perception can be influenced by the experience,
as Braun and Linder (1975) say that “expectation and previous experience
constantly interact with one another to influence our perception of sensory events”
(p. 308). Braun and Linder (1975) also suggest that “perception which is based on
sensations is different from the perception based on experience” (p. 294). The
perception based on experience is more accurate than the perception based on
sensation because perception is not only about the object in front of us, but also
around us. For example, based on our senses, we can know that “an apple” is red,

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roundness, smooth, having crunchy sound, having sweet taste, and having waxy
fruit peel. But, if we have an experience to know more about “an apple”, for
example, go to the fruit store, we can perceive that not all of the apples in the
world are red and having sweet taste.

2. Characteristics of A Speaking Class
Speaking is one of the skills which have to be improved in learning a
language. Speaking becomes the most important skill in learning language, as
Kayi (2006) says that speaking is “a crucial part of second language learning and
teaching” because we can share all the information which we have known to other
people through speaking. Freeman (2001) also says that, in teaching and learning
English, “knowledge of the forms of language” that have been learnt through
reading, writing, and listening skill is “insufficient”, the students have to be able
to communicate it as “a process” of the application of that knowledge “in the
target language”, which is English (para. 128). Therefore, there is also a speaking
class in teaching and learning English.
According to Brown (2007), approach is “a set of assumptions dealing
with the nature of language, learning, and teaching” (p. 14). Since language is “a
system for the expression of meaning” (Setiyadi, 2006, p. 10), Communicative
Language Teaching or Communicative Approach is an approach which is used in
a speaking class. Communicative Language Teaching in teaching a language starts
from a theory of language as communication. Grice and Skinner (1995) say that
communication is “the sharing of meaning by sending and receiving symbolic

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cues” (p. 5). According to Freeman (2001), the aims of Communicative Language
Teaching or Communicative Approach are “making communicative competence
the goal of language teaching and acknowledging the interdependence of language
and communication” (p. 121).
According to Brown (2007), there are “seven characteristics of a
Communicative Language Teaching Approach” (p. 46-47) which can be used as
the characteristics of a good and appropriate speaking class. Those characteristics
are:
a. Overall goals
Communicative Language Teaching suggests a focus on all of the
components (grammatical, discourse, functional, sociolinguistic, and strategic) of
communicative competence. The goals therefore must connect the organizational
aspects of language (grammatical, discourse) with the pragmatic aspects of
language (functional, sociolinguistic, strategic).
b. Relationship of form and function
Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes. Organizational
language forms are not the central focus, but remain as important components of
language that enable the learner to accomplish those purposes.
c. Fluency and accuracy
A focus on students’ “flow” of comprehension and production and a focus
on the formal accuracy of production are seen as complementary principles
underlying communicative techniques.

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d. Focus on real-world contexts
Students in a communicative class ultimately have to use the language,
productively and receptively, in unrehearsed contexts outside the classroom.
Classroom tasks must equip students with the skills necessary for communication
in those contexts.
e. Autonomy and strategic involvement
Students get the opportunities to focus on their own learning process
through raising their awareness of their own style of learning (strengths,
weaknesses, and preferences) and through the development of appropriate
strategies for production and comprehension. The awareness and action will help
to develop autonomous learners capable of continuing to learn the language
beyond the classroom and the course.
f. Teacher roles
The role of the teacher is facilitator and guide, not an all-knowing font of
knowledge. The teacher is an empathetic “coach” who values the students’
linguistic development.
g. Student roles
Students in a Communicative Language Teaching class are active
participants in their own learning process. Learner-centered, cooperative,
collaborative learning is emphasized, but not at the expense of appropriate
teacher-centered activity.

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3. The Nature of Hot Seat Activity in Speaking Class
The lecturers of speaking class of English Language Education Study
Program in Sanata Dharma University have designed an activity based on the
principles of Communicative Language Teaching Approach in speaking class,
which have been stated above. The activity covers the components of
communication, which have been stated in Communicative Language Teaching
Approach principles. The form of the activity is also adjusted with the function of
speaking, which is communication.
The name of the activity, which is described above, is Hot Seat activity.
Actually, there is no exact definition of Hot Seat activity, but, the nature of this
activity applies the principles of Communicative Language Teaching approach.
Hot Seat is an example of public communication, as Grice and Skinner (1995)
say, “Public communication occurs when one person speaks face to face with the
audiences” (p. 10). Brown (2007) also states that “Students at intermediate to
advanced levels are called on to give extended monologues in the form of oral
reports, summaries, or perhaps short speeches” (p. 330). Hot Seat activity is also a
kind of monologue or public communication, which is used for the students of
speaking class in English Language Education Study Program in Sanata Dharma
University. The implementation of Hot Seat activity in speaking class of English
Education Study Program in Sanata Dharma University can be planned or
impromptu based on the lecturer. The audiences of this activity are the small
audiences, who are the students and lecturer in speaking class.

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According to Freeman (2001), there are “three features” which is
identified the “truly communicative activities” (p. 129). Those features also can be
found in Hot Seat activity that is applied at English Education Study Program in
Sanata Dharma University.
a. Information gap
An information gap exists when one person in an exchange knows
something the other person does not.
b. Choice
In communication, the speaker has a choice of what he/she will say and
how he/she will say it. If the exercise is tightly controlled so that the students can
only say something in one way, therefore, is not communicative.
c. Feedback
True communication is purposeful. A speaker can thus evaluate whether or
not his purpose has been achieved based upon the information she receives from
his listener. If the listener does not have an opportunity to provide the speaker
with such feedback, then the exchange is not really communicative.
The role of speaking lecturers is a facilitator in the class. They facilitate
the students with the activity that can make the students more active in the class.
In Hot Seat activity, the students can exchange information that they have known
by sharing and communicating it in front of the class and in the beginning of the
class. The information sharing can be in the form of “oral reports, summaries, or
perhaps short speeches” (p. 330), as what Brown (2007) has said. The topic,
which will be shared, is chosen by the speakers themselves and adjusted to the

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newest issue or speakers’ interest. But, recently, some lecturers asked their
students to do impromptu Hot Seat activity with the topic that have been chosen
by the lecturers themselves, whereas Freeman (2001) had said that if the speaker
“has no choice”, so “the exchange is not communicative” (p. 129). It means that
the students should be given the chance for choosing the topic that will be shared
in order to prepare and master it well; therefore, the information exchange is
communicative.
Since the students are expected to be more active in the class, the students
who are as the audiences in Hot Seat activity should give feedback for the
speakers, besides the lecturer. The feedback is given after the speakers share the
information. The information exchange in Hot Seat activity that is done by the
speaker also can be considered as a communicative thing. Communication in Hot
Seat activity also can be done through feedback from the audiences to the speaker.
The feedback, which is acquired by the speaker, is in the form of evaluation and
question-answer session. The evaluation is given to correct the mistakes which are
done by the speakers in their speaking performance. The evaluation is not only
about vocabulary and grammar, but also pronunciation which can support the
students to speak more fluently and accurately. According to Freeman (2001),
“the student who has the most control of the structures and vocabulary is not
always the best communicator”, therefore, “a teacher evaluates not only the
students’ accuracy, but also their fluency” (p. 132).
The feedback, which is given by the audiences, indicates that either the
speaker or the audiences understand what the speaker said. If the audiences

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understand what the speaker said, it means that the Hot Seat activity is
communicative. By designing and using the Hot Seat activity speaking class
appropriately, the students will be motivated to improve their skills in speaking.

B. Theoretical Framework
There are three research problems which are stated in the previous chapter
in this study in order to discuss the students’ perception on the use of Hot Seat as
a supporting activity in improving their speaking skills in speaking class. The first
research problem is about how the implementation of Hot Seat activity is in
speaking class. The researcher used the theories of the principles of
Communicative Language Teaching Approach from Brown, as the basic of
designing the activity in speaking class, and the theories of the nature of Hot Seat
activity in speaking class from Freeman and Brown to discuss the implementation
of Hot Seat activity in speaking class.
The second and third research problems are about the students’ perception
on the use of Hot Seat as a supporting activity in improving their speaking skills
in speaking class and their suggestions for the further implementation of Hot Seat
activity in speaking class. For the second and third research problems, the
researcher used the theories of perception and perceptual process from Altman,
Valenzi, and Hodgetts; Huffman, Vernoy, and Vernoy; and also Braun and Linder
to disuss the students’ perception on the use of Hot Seat activity in speaking class
based on their past experience, and also their suggestions for the further
implementation of Hot Seat activity in speaking class.

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CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the methodology that is used in this research. It
includes description of research method, research setting, research participants,
instruments and data gathering technique, data analysis technique, and research
procedure.

A. Research Method
Since this research is going to explore and analyze the students’ perception
on the use of Hot Seat activity in improving their speaking skills in speaking class,
the method that is used in this research is survey. According to Ary, Jacobs, and
Razavieh (2002), survey is “a research technique in which data are gathered by
asking questions of a group of individuals called respondents”. Wiersma (1995)
also stated that survey is “used to measure attitudes, opinions, or achievements—
any number of variables in natural setting” (p. 169).
In this research, the researcher was going to dig out the students’
perception, which is influenced by their experience, expectation, and motivation
in learning spea