is a quote saying “practice makes better”, it would be better that students can experience Hot Seat activity not only once per semester. That way can make the
students feel comfortable in speaking in front of public. In addition, since Hot Seat game is not an icebreaking exercise and it will be evaluated, it can be suggested that
the lecturer can have an icebreaking exercise before the Hot Seat game.
2. Recommendations for the Students in Critical Listening and Speaking II
Speaking activity uses Communicative Language Teaching approach, in which it is expected that students need to be more active in the process. In Hot Seat
activity, students can implement this approach by actively giving out comments and suggestion on their friends who are performing in front of the class. Meanwhile,
when the student is performing the Hot Seat activity, it is expected that students need to be more creative in their speech so that it can interest other students to listen to
their speech. As for the students who feel anxious and not confident, they can practice to speak English not only in the classroom, but also outside of classroom by
interacting with their fellow friends to speak English.
3. Recommendations for the Lecturers in Critical Listening and Speaking II
It is an important role for a teacher to be aware in succeeding the second language learning of the students. It is good that the lecturers of Critical Listening
and Speaking II have prepared the theme assigned to the students so that they are expected to be ready to perform Hot Seat activity well. In order for students to
improve their speaking skill, it is possible for lecturers to always ask other students to actively give the comments on a friend’s Hot Seat performance. The feedback from
lecturer and also other students are important. Another possibility is for lecturers to write individual report card of their speaking progress ever since first semester so that
the students will see their speaking progress and can improve by looking at the record. As Jeremy Harmer 2001 writes on his book, it is suggested that the lecturer
can write the mistakes the students heard from those particular students with suggestions about where they might look for information about the language – in
dictionaries, grammar books, or on Internet. The student should also be given the report card to keep by themselves. In that case, student can be able to monitor their
own speaking performance and can learn from the mistakes so that they can improve them.
4. Recommendations for the Future Researchers
The researcher wants to encourage the other researchers to have the similar concern with foreign language classroom speaking anxiety or do the further research
on Hot Seat. The future research may investigate the relationship between foreign language speaking anxiety and the student’s speaking achievement. This research can
be expected to give more information and understanding about both foreign language classroom speaking anxiety and Hot Seat activity.
61
REFERENCES
Aida, Y. 1994. Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language
Journal, 78, 155- 168.
Altman, S., Valenzi, E., Haddgets, R. M. 1985. Organizational behavior: Theory and practice. New York: Academic Press, Inc.
Ary, D., Jacobs, L. C., Razavieh, A. 2002. Introduction to research in education. USA: Holt, Rinehart and Winston, Inc.
Aydin, S., Zengin, B. 2008. Anxiety in foreign language learning: A review of literature. The journal of language and linguistic studies, 41, 81-94.
Backstrom, C. H. 1963. Survey research. USA: Northwestern University Press Brown, H. D. 2007. Teaching by principles : An interactive approach to language
pedadogy 3
rd
ed.. New York : Pearson Edu, Inc. Brown, J. D. 2001. Using survey in language program. Cambridge: Cambridge
University Press Brown, J. D. 2007. Statistic corner. Cambridge: Cambridge University Press
Buck, R. 1984. The communication of emotion. New York: Guilford Press Cangelosi, J. S. 1990. Designing tests for evaluating student achievement. New
York: Longman. Chomsky, N. 1965. Aspects of the theory of syntax. Cambridge: MIT Press.
Cohen, L., Manion, L., Morrison, K. 2000. Research methods in education. London: Routledge Falmer.
Crystal, D. 1997. English as a global language. Cambridge: Cambridge University Press
Daly, J.A. 1991. Understanding communication apprehension: An introduction for language educators. In E. K. Horwitz D. J. Young Eds., Language
anxiety: From theory and research to classroom implications pp. 3-13. Englewood Cliffs, NJ: Prentice Hall.
Dardjowidjojo, S. 2003d. English teaching: Where and how do we begin?,pp. 29- 40. Jakarta: Yayasan Obor Indonesia.
Foss, K.A., Reitzel, A.C. 1988. A relational model for managing second language anxiety. TESOL Quarterly, 22, 437-454.
Freeman, D.L. 2001. Techniques and principles in language teaching 2
nd
ed.. Oxford : Oxford University Press.
Freud, A. 1926. Introduction to the techniques of the analysis of children. In: The psychoanalytical treatment of children, pp.3-52. London: Imago.
George, J., Jones, G. 2005. Understanding and managing organizational behavior 4th ed.. Upper Saddle River, NJ : Pearson Prentice Hall.
Gibson, E. J. 1980. In G. Lindzey Ed., A history of psychology in autobiography, 7, pp. 239-271. San Francisco: W H Freeman Co
Gibson, J. J. 1982. In E.S. Reed, R. Jones Eds., Reasons for realism: The selected essays of James J. Gibson. Hillside, NJ : Lawrance Erlbaum
Associates.
Grice, G. L., Skinner, J. F. 1995.
Mastering public speaking. USA : Allyn Bacon.
Gregersen, T., Horwitz, E. K. 2002. Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral
performance. The modern language journal, 86 4, 562-570.
Harmer, J. 2001. The practice of English language teaching 3
rd
ed. London: Pearson Education Limited
Hernández-Herrero, A. 2005. Content-based instruction in an English oral communication course at the University of Costa Rica. Retrieved March 29,
2009, from: http:revista.inie.ucr.ac.crarticulos2-2005archivosoral.pdf
