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T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v .... I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... i.... v T
C A R T S B
A ... iiv K
A R T S B
A ... iiv i S
T N E M E G D E L W O N K C
A ... x.... i S
T N E T N O C F O E L B A
T ... ix E
R U G I F F O T S I
L ... vx S
E L B A T F O T S I
L ... ix v S
E C I D N E P P A F O T S I
L ... iix v
N O I T C U D O R T N I I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem s ... 4 .. .
C ResearchLimtiaiton s ... 5 .
D ResearchObjecitve s ... 5 .
E ResearchBenefti s ... 6 .... .
E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H
C ... 11
.
A Theoreitca lDescirpiton ... 11 .
1 PercepitonandPerceptua lProces s ... 1..1 .
2 Characte irsitc so fASpeakingClas s ... 41 .
3 TheNatureo fHo tSea tAcitvtiyi nSpeakingC s las ... 71 .
B Theoreitca lFramework ... 02
Y G O L O D O H T E M H C R A E S E R I I I R E T P A H
C ... 12 .
A ResearchMethod ... 1....2 .
B ResearchSetitng ... 2....2 .
C ResearchParitcipant s ... 22 .
D ResearchI nsrtumen tandDataGathe irngTechnique ... 32 .
1 ResearchI nsrtumen t ... 32 .
2 DataGatheirngTechnique ... 52 .
E DataAnalysi sTechnique ... 62 .
1 Classiifcaitonoft hePercep itonoft heTota l t
n e d n o p s e
R ... 72 .
2 Classiifcaitonoft hePercep itono fEachResponden t ... 82 .
3 Classiifcaitonoft hePercep itono fEachStatemen t 92 .
F ResearchProcedure ... 03
S N O I S S U C S I D D N A S T L U S E R H C R A E S E R V I R E T P A H
C ... 23
.
s s a l
C ... 23 .
B Students ’Percepitonont heUseo fHo tSea tAcitvtiyi n s
ll i k S g n i k a e p S g n i v o r p m
I ... 63 .
C TheSuggesitonsf ort heFu trherI mplementaitono fHo tSeat y
ti v it c
A ... 24
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C V R E T P A H
C ... 74
.
A Conclusion s ... 74 .
1 TheI mplementaitono fHo tSea tAcitvtiyi nSpeaking s
s a l
C ... 74 .
2 Students ’Percepitonont heUseo fHo tSea tAcitvtiyi n s
ll i k S g n i k a e p S g n i v o r p m
I ... 84 .
3 TheSuggesitonsf ort heFu trherI mplementaitono fHot y
ti v it c A t a e
S ... 9....4 .
B Recommendaiton s ... 0..5 .
1 Recommendaiton sabou tHo tSea tAcitvtiy ... 15 .
2 Recommendaitonsf ort heStudentsi nSpeakingClas s .... 15 .
3 Recommendaitonsf ort heLecturersi nSpeakingClass .... 1.. 5 .
4 Recommendaitonsf ort heFutureResearch ... 25
S E C N E R E F E
R ... 35 S
E C I D N E P P
A ... 55 1
X I D N E P P
2 X I D N E P P
E R U G I F F O T S I L
e g a P 1
. 2 e r u g i
F ThePerceptua lProcess
) 6 8 . p , 5 8 9 1 , s tt e g d o H d n a , i z n e l a V , n a m tl A
S E L B A T F O T S I L
e g a P 1
. 3 e l b a
T TheScheduleo fResearch ... 22 2
. 3 e l b a
T TheDesc irp itono fQuesitonnarie ... 3....2 1
. 4 e l b a
T TheDescirpitono fQuesitonnarieResutl so fPar t I... 33 2
. 4 e l b a
T ThePercentageo fRespondents ’Chancei nExpeirencing y
ti v it c A t a e S t o
H ... 43 3
. 4 e l b a
T TheClassi ifcaitono fRespondents ’Percepitono fEach t
n e m e t a t
S ... 73 4
. 4 e l b a
T ThePercentageo fPercepitonEachResponden tont he s
s a l C g n i k a e p S n i y ti v it c A t a e S t o H f o e s
S E C I D N E P P A F O T S I L
e g a P 1
x i d n e p p
A TheQuesitonnarieShee t ... 65 2
x i d n e p p
I R E T P A H C
N O I T C U D O R T N I
t c e j b u s e h t o t d e t a l e r n o it a m r o f n i d n u o r g k c a b e h t s e d i v o r p r e t p a h c s i h T
e h t o d o t d e d n e t n i r e h c r a e s e r e h t y h w m i a l a r e n e g , d e z y l a n a e b o t d e r e g g ir t r e tt a m
. h c r a e s e r e h t f o t n e t n o c d n a s u c o f e h t s t n e s e r p d n a , ti f o h c r a e s e r
.
A ResearchBackground
,s y a d a w o
N learning Eng ilsh become a necesstiy fo rpeople in Indonesia
, ) 7 0 0 2 ( n w o r B o t g n i d r o c c A . s e g a u g n a l l a n o it a n r e t n i f o e n o s i h s il g n E e s u a c e b
n i n o it a c i n u m m o c l a n o it a n r e t n i r o f d e s u s i t a h t e g a u g n a l a s i h s il g n E
, y g o l o n h c e t , m s ir u o t , e c r e m m o c , n o it a tr o p s n a
rt diplomacy among nonnaitve
h s il g n E s e k a m , y lt n e c e r , r e tt a m s i h T . ) 6 3 1 . a r a p ( d lr o w e h t d n u o r a s r e k a e p s
e r a s t n a c il p p a e h T . b o j a g n i y l p p a n i s t n i o p n o it a r e d i s n o c f o e n o s i e c n e t e p m o c
y l e v it c A . y l e v it c a o s l a t u b , y l e v i s s a p h s il g n E r e t s a m o t d e t c e p x e y l n o t o
n , i n t hi s
h g u o r h t h s il g n E n i e c n e t e p m o c r i e h t y l p p a o t e l b a e b o t e v a h y e h t t a h t s n a e m , e s a c
. n o it a c i n u m m o c
n
I learning Engilsh ,the skill stha tcan be improved by the student sare
.s ll i k s g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s
il The mos timpo tran t sk li l in
h s il g n E g n i n r a e l d n a g n i h c a e
t i sspeaking ,a sKayi( 2006 )saystha tspeakingi s“a
. ” g n i h c a e t d n a g n i n r a e l e g a u g n a l d n o c e s f o t r a p l a i c u r
c Freeman( 2001 )also says
s m r o f e h t f o e g d e l w o n k “ , h s il g n E g n i n r a e l d n a g n i h c a e t n i ,t a h
t ofl anguage”t ha t
t a h t f o n o it a c il p p a e h t f o ” s s e c o r p a “ s a t i e t a c i n u m m o c o t e l b a e b o t e v a h s t n e d u t s .) 8 2 1 . a r a p ( h s il g n E s i h c i h w , ” e g a u g n a l t e g r a t e h t n i “ e g d e l w o n k l li w s t n e d u t s e h
T ifnd tieasyt o l earn and i mprovet hei rspeakingskillsi f
e c n i S . ti e c it c a r p o t e m it h g u o n e e v a h y e h
t achievingcommunicaitvecompetence
s i g n i h c a e T e g a u g n a L e v it a c i n u m m o C , h s il g n E g n i k a e p s g n i h c a e t f o l a o g e h t s i e t a ir p o r p p a n a s a d e s
u approachi ns peakingclass ,a sFreeman( 2001)s ays:
l a c it e r o e h t e h t y l p p a o t y l d a o r b s m i a g n i h c a e T e g a u g n a L e v it a c i n u m m o C e v it a c i n u m m o c g n i k a m y b h c a o r p p A e v it a c i n u m m o C e h t f o e v it c e p s r e p e h t g n i g d e l w o n k c a y b d n a g n i h c a e t e g a u g n a l f o l a o g e h t e c n e t e p m o c n
i terdependenceofl anguageandcommunicaiton( p .121 .)
e h t r e h ti e n g i s e d o t e v a h , g n i k a e p s g n i h c a e t e r a o h w , s r e r u t c e l e h t , e r o f e r e h T t u b , s e c n e t n e s e h t m r o f o t w o h n o g n i s u c o f y l n o t o n s i t a h t y ti v it c a r o l a ir e t a m n o d e s a b n o it a c i n u m m o c r o f ti y l p p a o s l
a thet opics ,whicharebeingdiscussed ,a s
. g n i h c a e t e g a u g n a l f o l a o g e h t u t c e l e h
T rer swho are t eaching speaking i n Engilsh Language Educaiton
a S n i m a r g o r P y d u t
S nata Dharma Universtiy have appiled Communicaitve
o t s e it i v it c a e v it a c i n u m m o c e m o s n g i s e d y e h T . s s a l c g n i k a e p s n i h c a o r p p A li k s g n i k a e p s ri e h t g n i v o r p m i n i s t n e d u t s ri e h t e t a ti li c a
f ls .Al lacitviitesr equrie the
s u h T . s s a l c e h t n i e r o m p u k a e p s o t s t n e d u t
s , t he student sare expected t o l earn
e r o
m acitvely ,a sFreeman (2001 )says ,“Student sare seen a smore responsible
n i d e s u e r a h c i h w s e it i v it c a e h t f o e n O . ) 9 2 1 . p ( ” g n i n r a e l n w o r i e h t f o s r e g a n a m m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E n i s s a l c g n i k a e p
s o fSanataDharma
. y ti v it c a t a e S t o H s i y ti s r e v i n
U T he name“Ho tSeat”i s i nspried by a t elevision
a e r e h w e c a l p a s i ” t a e S t o H “ , z i u q t a h t n I . ” e ri a n o il li M a e B o t s t n a W o h W “ z i u q a u ti s s i h T . r e n n i w a e b o t r e d r o n i s n o it s e u q e m o s g n ir e w s n a s i n o s r e p e s n e
r e r u t c e l ri e h t f o t n o r f n i k a e p s o t d e ri u q e r e r a o h w s t n e d u t s e h t h ti w r a li m i s t s o m l a . e s n e t l e e f y e h t h g u o h tl a s s a l c e h t n i s d n e ir f d n a r o f d e il p p a s a w y ti v it c a t a e S t o
H frist ,second ,and thrid semeste rin
0 3 1 E P K s a h c u s s t c e j b u
s Interacitona lSpeech Iclass ,KPE 131 Interacitona l
d n a , s s a l c I I h c e e p
S KPE231Transacitona lSpeechclas ,sr especitvely .According
h c i h w ” s e r u t a e f “ e h t e r a ” k c a b d e e f d n a , e c i o h c , p a g n o it a m r o f n i “ , w o r r o M o t m e e r F n i d e ti c s a ( ” y ti v it c a e v it a c i n u m m o c y l u rt “ e h t e t a c i d n
i an ,2001 ,p .129) .
, y ti v it c a t a e S t o H n I . y ti v it c a t a e S t o H n i d n u o f o s l a e r a s e r u t a e f e s o h
T a studen t
, n o it a m r o f n i e g n a h c x e o t e c n a h c a s a
h which t heothe rstudent sprobably do no t
s i d e r a h s e b l li w h c i h w n o it a m r o f n i e h t d n a s t n e d u t s r e h t o e h t h ti w , w o n
k based
s s a l c e h t f o t n o r f n i n o it a m r o f n i e h t e r a h s s t n e d u t s e h t h g u o h tl A . s e c i o h c r i e h t n o e h T . k c a b d e e f e h t g n i v i g n i n o it a c i n u m m o c e h t o d l li t s n a c y e h t , y ll a n o s r e p s e c n e i d u
a should give feedback fo rthe speake ra ttha tmoment .The feedback ,
e v i g s i h c i h
w n ,i sno tonly the correciton o revaluaiton ,bu talso quesiton and
. n o i s s e s r e w s n a t o H f o n o it a t n e m e l p m i e h t , y l e t a n u tr o f n
U Sea tacitvtiy,r ecenlty,i sseldom
g n it r o p p u s a s a , y ti v it c a t a e S t o H o d d l u o h s s t n e d u t s e h T . s s a l c g n i k a e p s n i n a h t e r o m , y ti v it c
a once in orde rto improve thei rspeaking skills ,whereas ,the
e g a u g n a L h s il g n E f o s s a l c g n i k a e p s n i y ti v it c a t a e S t o H f o n o it a t n e m e l p m i e h T . r e t s e m e s d n o c e s d n a t s ri f e h t n i e c i w t e n o d y l n o s i m a r g o r P y d u t S n o it a c u d E it c a t a e S t o H e c n e ir e p x e t o n n a c s t n e d u t
s vtiyanymorei nt her es toft hes emesteri n
o d t o n s i y ti v it c a t a e S t o H , s s a l c g n i n e t s il h ti w d e n i b m o
c ing anymore .Tha t
m e l b o r
p int hei mplementaitono fHo tSea tacitvtiyins peakingclas scani n lfuence
h s il g n E g n i k a e p s g n i n r a e l n i n o it a t c e p x e d n a n o it a v it o m ’ s t n e d u t s e h
t .Beside
,t a h
t the problem scan in lfuence thei rpercepiton on thi sacitvtiy, a sBraun and
y a s ) 5 7 9 1 ( r e d n i
L ,“Percepiton i salso substanitally i n lfuenced by ou rmo itvaiton
.) 8 0 3 . p ( ” s d e e n d n a
d n a r e v o c s i d o t r e g a e s a w r e h c r a e s e r e h t , n o it i d n o c t a h t f o e s u a c e B
e S t o H d e c n e ir e p x e e v a h o h w , s t n e d u t s e h t m o r f n o it p e c r e p e h t e z y l a n
a a tacitvtiy
f o s s a l c g n i k a e p s n
i Engilsh Language Educaiton Study Program o f Sanata
y ti s r e v i n U a m r a h
D .The percepiton focuse son the srtength sand weaknesse sof
n i s ll i k s g n i k a e p s g n i v o r p m i n i y ti v it c a g n it r o p p u s a s a y ti v it c a t a e S t o H f o e s u e h t
.s s a l c g n i k a e p s
.
B ResearchProblems
s n o it s e u q e e r h t e r a e r e h t , d n u o r g k c a b e h t n o d e s a
B which wli l be
: h c r a e s e r s i h t n i d e s s u c s i d
.
1 Howi sHo tSea tacitvtiyi mplementedi ns peakingclass?
.
2 Wha tarestudents ’percepiton sont heuseo fHo tSea ta sasupporitngacitv tiy
m i n
i provingt heris peakings killsi ns peakingclass?
.
3 Wha tarestudents ’suggesitonsf orf u trheri mplementaitono fHo tSea tacitvtiy
.
C ResearchLimtia itons
e c n i
S ther esearcheri ntendst oconduc tar esearch on t hepercepiton oft he
r i e h t g n i v o r p m i n i y ti v it c a g n it r o p p u s a s a y ti v it c a t a e S t o H f o e s u e h t n o s t n e d u t s
d n a s h t g n e rt s e h t s i h c r a e s e r s i h t f o s u c o f e h t , s s a l c g n i k a e p s n i s ll i k s g n i k a e p s
e h t n o s e s s e n k a e
w useo fHo tSea tacitvtiyi ns peakingclass .Besidest hes rtength s
e s u e h t n o s e s s e n k a e w d n
a o fHo tSea tacitvtiy ,the researche ralso want sto
t a e S t o H n o it a t n e m e l p m i r e h tr u f e h t r o f s t n e d u t s e h t m o r f s n o it s e g g u s e h t r e v o c s i d
h T . s s a l c g n i k a e p s n i y ti v it c
a e researche rconducted a research on the thrid
a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E f o , s t n e d u t s r e t s e m e s
r e v e e v a h h c i h w , 2 1 0 2 / 1 1 0 2 f o r a e y c i m e d a c a e h t n i y ti s r e v i n U a m r a h D
expeirenced Ho tSea tacitvtiy i n KPE 130 Interacitona lSpeech I acl s sand KPE
1 3
1 Interacitona lSpeech IIclasslas tyear.
.
D ResearchObjec itves
n i d e t n e s e r p s e v it c e j b o e e r h t e r a e r e h t ,s n o it s e u q e h t h ti w n o it a l e r e h t n I
t a e S t o H f o n o it a t n e m e l p m i e h t r e v o c s i d o t e r a s e v it c e j b o e s o h T . h c r a e s e r s i h t
g n i k a e p s n i y ti v it c
a clas s a s the supporitng acitv tiy in improving students ’
s h t g n e rt s e h t n o d e s u c o f s i h c i h w n o it p e c r e p ’ s t n e d u t s e z y l a n a o t ,s ll i k s g n i k a e p s
r e v o c s i d o t d n a , s s a l c g n i k a e p s n i y ti v it c a t a e S t o H f o e s u e h t f o s e s s e n k a e w d n a
tr u f e h t r o f s n o it s e g g u s ’ s t n e d u t
s heri mplementaitono fHo tSeati nspeakingclas s
.
E ResearchBeneftis
: o t n o it u b ir t n o c e v i g o t d e t c e p x e e r a h c r a e s e r s i h t f o s g n i d n if e h T
.
1 Lecturer so fSpeaking Class ,especially in Engilsh Language Educa iton
y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S
e h t w o h n o n o it a m r o f n i e h t s e d i v o r p r e h c r a e s e r e h t , h c r a e s e r s i h t n I
s h t g n e rt s s ti n o d e s u c o f s i h c i h w , y ti v it c a t a e S t o H f o e s u e h t e v i e c r e p s t n e d u t s
a s a , s e s s e n k a e w d n
a supporitng acitvtiy in improving thei rspeaking skill sin
s t n i o p n o it a r e d i s n o c e h t e b o t d e t c e p x e e r a s tl u s e r e h t , e r o f e r e h T . s s a l c g n i k a e p s
g n it r o p p u s e h t s a s s a l c g n i k a e p s n i y ti v it c a t a e S t o H g n i s u l li t s n i s r e r u t c e l e h t r o f
t s g n i v o r p m i n i y ti v it c
a udents ’speaking skills .Beside that ,the researche ralso
s t n e d u t s e h t m o r f s n o it s e g g u s s e d i v o r
p to i mprovethefu trheri mplementaiton o f
s s a l c g n i k a e p s n i y ti v it c a t a e S t o
H . I tcan be done through decreasing the
e h t f o s h t g n e rt s e h t g n i p o l e v e d d n a s e s s e n k a e
w use o fthi sacitvtiy in speaking
o t d e t c e p x e y ll a e r o s l a e r a h c r a e s e r s i h t n i s tl u s e r e h T . e r o f e b s s a l
c provide
s i s s a l c g n i k a e p s n i y ti v it c a t a e S t o H t a h t e c n e d i v
e avery helpfu lfaclitiy f ort he
t g n i s u y B . g n i k a e p s h g u o r h t h s il g n E g n i h c a e t n i s r e r u t c e
l heapprop irateacitvtiy
r i e h t e v o r p m i o t d e t c e p x e e r a s t n e d u t s e h t ,s ll i k s g n i k a e p s ’ s t n e d u t s g n i v o r p m i n i
. h s il g n E g n i n r a e l d n a g n i h c a e t f o l a o g e h t s a n o it a c i n u m m o c r o f s ll i k s g n i k a e p s
.
2 Studentso fSpeakingClass
t o H t u o b a n o it a m r o f n i e m o s s e d i v o r p o s l a r e h c r a e s e r e h t , h c r a e s e r s i h t n I
n i y ti v it c a s i h t g n i s u f o s e s s e n k a e w d n a s h t g n e rt s e h t g n i d u l c n i y ti v it c a t a e S
ir p o r p p a e h t t u o b a s t n e d u t
s ate method and acitvtiy in improving thei rspeaking
tl u s e r e h t ,t a h t s e d i s e B . s s a l c g n i k a e p s n i s ll i k
s s oft hequesitonnariealsocangive
t a e S t o H f o e s u e h t n o n o it p e c r e p f o t c e f f e e h t t u o b a n o i s n e h e r p m o c r e h tr u f
n i s ll i k s g n i k a e p s g n i v o r p m i n i y ti v it c
a speaking class .If t heeffect so fHo tSea t
n a s i y ti v it c a s i h t t a h t w o h s ll i w t i ,s t n e d u t s e h t y b y l e v it i s o p d e v i e c r e p e r a y ti v it c a
r i e h t g n i v o r p m i n i ,s s a l c g n i k a e p s n i d e y o l p m e e b n a c h c i h w , y ti v it c a e t a ir p o r p p a
.s ll i k s g n i k a e p s
.
3 EngilshLanguageEduca itonStudyProgram
e h t n o s t n e d u t s e h t m o r f s n o it s e g g u s d n a n o it p e c r e p e h t , h c r a e s e r s i h t n I
e b n a c s ll i k s g n i k a e p s ’ s t n e d u t s g n i v o r p m i n i y ti v it c a t a e S t o H f o e s
u the
r o f n o it a r e d i s n o
c designing t heacitvtiy i n speaking class .The speaking l ecturer s
n a
c reform Ho tSea tacitvtiy by reducing ti sweaknesse sand developing ti s
e v o r p m i o t s s a l c g n i k a e p s n i d e s u e b n a c l li t s y ti v it c a s i h t t a h t o s s h t g n e rt s
n i t a e S t o H e k il y ti v it c a e t a ir p o r p p a e h t g n i s u y B . s ll i k s g n i k a e p s ’ s t n e d u t s
s t n e d u t s e h t , s s a l c g n i k a e p
s can improve thei r speaking skill s wel l a s the
e t a d i d n a c r e h c a e t h s il g n E e h t e b o t n o it a r a p e r
p s.
.
4 Futureresearchers
t o m d n a e ri p s n i n a c h c r a e s e r s i h t t a h t s e p o h r e h c r a e s e r e h
T ivate fu trhe r
o h w s r e h c r a e s e
r wli lconduc tthe research on the same topic ,namely Ho tSea t
. s s a l c g n i k a e p s n i y ti v it c
a Thisr esearch i salso expected t ogivemorei nformaiton
.
F Deifniitono fTerms
r e h c r a e s e r e h t , n o it a t e r p r e t n i s i m g n i d i o v a d n a s t p e c n o c g n i y fi r a l c r o F
v o r
p ide ssomedeifniitonoft ermsi n t hisr esearch .Ther esearche rde ifnest hekey
.s ll i k s g n i k a e p s d n a , y ti v it c a t a e s t o h , n o it p e c r e p e r a y e h T . y d u t s s i h t n i s d r o w
.
1 Percep iton
h S c M n o d e s a b n o it p e c r e p s e n if e d r e h c r a e s e r e h t , y d u t s s i h t n
I ane and
0 0 2 ( w o n il
G 5 )who statetha tpercepiton i s“theproces sof r eceiving i nformaiton
s r o t c a f e e r h t e r a e r e h T . ) 6 7 . p ( ” s u d n u o r a d lr o w e h t f o e s n e s g n i k a m d n a t u o b a
e c n e u lf n i n a c t a h
t o urpercepiton .They aret heperceive,rt heobjec tort arget ,and
t a u ti s f o t x e t n o c e h
t ion in which the percepiton i smade . Many thing s can
s i h t n I . n o it a v it o m d n a e c n e ir e p x e e h t g n i d u l c n i , n o it p e c r e p e h t e c n e u lf n i
n o it p e c r e p , h c r a e s e
r i s deifned a s students ’ response o r sense from thei r
e h t m o r f s e s s e n k a e w d n a s h t g n e rt s e h t t u o b a e c n e ir e p x
e useo fHo tSea tacitvtiyi n
.s s a l c g n i k a e p s n i s ll i k s g n i k a e p s ri e h t g n i v o r p m i
.
2 Ho tSea tAc itv tiy
f o l a o g e h t e c n i
S language teaching i s communicaitve , competence ,
n a L e v it a c i n u m m o
C guage Teaching i s an approach which i s employed in
T . s s a l c g n i k a e p
s he student sare requried to speak o rcommunicate a lo tin the
g n i k a e p
s class. Therefore ,the lecturer so fspeaking clas shave to design the
s s a l c g n i k a e p s o t e t a ir p o r p p a e r a h c i h w s e it i v it c
a .Ho tSea tacitvtiy i sone oft he
e g a u g n a L e v it a c i n u m m o C f o s e l p i c n ir p n e v e s e h t f o s e it i v it c a e v it a t n e s e r p e r
i n u m m o C f o s e l p i c n ir p e h t s e il p p a y ti v it c a s i h t f o e r u t a n e h
t caitve Language
. h c a o r p p a g n i h c a e
T The name “Ho tSeat” w nas i sp ried by a quiz in television .
o t g n i d r o c c
A Freeman(2001) ,“acitviitest ha tare rtuly communicaitvehavet hree
. ) 9 2 1 . p ( ” k c a b d e e f d n a , e c i o h c , p a g n o it a m r o f n i : n o m m o c n i s e r u t a e
f Ho tSeat
it c
a vtiyr equriest hestudentst os harei nformaitonaboutt het opicwhichhavebeen
k c a b d e e f t e g , t a e S t o H e n o d e v a h o h w , s t n e d u t s e h T . s s a l c e h t f o t n o r f n i , n e s o h c
e h t m o r
f audience swhoaret hel ecture rand t heothe rstudents .Thef eedback can
r o f e h t n i e
b mo fetihe revaluaitono rquesitonandanswers ession.
n i d e s u s i t a h t y ti v it c a n a s i t a e S t o H , y d u t s s i h t n i , y r o e h t t a h t n o d e s a B
o t y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
’ s t n e d u t s e v o r p m
i speakings kills .Recenlty,i nEngilshLanguageEducaitonStudy
e h t n i d e s u y l n o s i y ti v it c a t a e S t o H e h t , y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P
0 3 1 E P K n i d e s u s i y ti v it c a s i h T . r e t s e m e s d n o c e s d n a t s ri
f Interacitona lSpeech I
1 3 1 E P K d n a s s a l
c Interacitona lSpeech IIclas .s
.
3 SpeakingSkills
n i ,s s a l c g n i k a e p s n i y ti v it c a t a e S t o H f o n o it a t n e m e l p m i e h t f o m i a e h T
o t s i , y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
C e c n i S . h s il g n E g n i k a e p s n i y l e ti n if e d s ll i k s ’ s t n e d u t s e h t e v o r p m
i ommunicaitve
e h t , s s a l c g n i k a e p s e h t n i d e s u h c a o r p p a e t a ir p o r p p a n a s i g n i h c a e T e g a u g n a L
n e v e s “ e h t n o d e s a b e r a y d u t s s i h t n i d e z y l a n a e b l li w s ll i k s g n i k a e p s
a o r p p A g n i h c a e T e g a u g n a L n o it a c i n u m m o C f o s c it s ir e t c a r a h
c ch” (p . 46-47) ,
d e t a t s e r a h c i h
e h t s e d u l c n i , e r e h , y c a r u c c A . l a n o it a v it o m o s l a d n a , l a n o it c n u f , e s r u o c s i d
s e d u l c n i l a n o it a v it o M . y r a l u b a c o v d n a , n o it a i c n u n o r p , r a m m a r g f o y c a r u c c a
t c a t a e S t o H g n i o d n i s n o i n i p o d n a s g n il e e f ’ s t n e d u t
s ivtiy .Thosespeaking skill s
y ti v it c a t a e S t o H f o n o it a t n e m e l p m i e h t f o s e s s e n k a e w d n a s h t g n e rt s e h t w o h s n a c
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s t n e s e r p r e t p a h c s i h
T a reviewoft heoreitca lw iritng swhicharer elatedt o
.r e tt a m y d u t s e h
t The theoreitca l descirpiton consist s o f the discussion on
d n a , s ll i k s g n i k a e p s e v o r p m i o t r e d r o n i y ti v it c a t a e S t o H f o e s u e h t , n o it p e c r e p
.s s a l c g n i k a e p
s The theoreitca lframework provide sthe summaire so fal lthe
e h t e v l o s o t h c r a e s e r e h t t c u d n o c r e h c r a e s e r e h t p l e h h c i h w s e ir o e h t d e t a l e r
. y d u t s s i h t n i s m e l b o r p
.
A Theoreitca lDescrip iton
r e p f o n o it p ir c s e d e h t w e i v e r ll i w r e h c r a e s e r e h t , n o it c e s s i h t n
I cepitonand
t a e S t o H f o e s u e h t d n a , s s a l c g n i k a e p s a f o s c it s ir e t c a r a h c , s s e c o r p l a u t p e c r e p
.s ll i k s g n i k a e p s ’ s t n e d u t s g n i v o r p m i n i y ti v it c a
.
1 Percep itonandPerceptua lProcess
e h t “ s i n o it p e c r e p , ) 5 8 9 1 ( s tt e g d o H d n a , i z n e l a V , n a m tl A o t g n i d r o c c A
it s y a
w mul iares electedandgroupedbyapersons ot hatt heycanbemeaningfu lly
z n e l a V , n a m tl A . ) 5 8 . p ( ” d e t e r p r e t n
i i ,and Hodgett s(1985 )also say tha tthe
n i t n e m n o ri v n e e h t h ti w e p o c d n a d n a t s r e d n u “ s u e k a m n a c n o it p e c r e p f o s s e c o r p
A . ) 5 8 . p ( ” e v il e w h c i h
w nothe rdeifniiton o fpercepiton based on McShane and
e h t f o e s n e s g n i k a m d n a n o it a m r o f n i g n i v i e c e r f o s s e c o r p e h t “ s i ) 5 0 0 2 ( w o n il G
s a d e n if e d e b n a c n o it p e c r e p , s n o it i n if e d e s o h t n o d e s a B . ) 6 7 . p ( ” s u d n u o r a d lr o w
e c r e p e h t f o w e i v f o t n i o p r o n o i n i p o e h
e h t h ti w t c e j b o n a f o n o it p e c r e p t n e r e f fi d e v a h y a m n o s r e p h c a E . d lr o w e h t n i
.s e d u ti tt a d n a s e s n o p s e r l a r o i v a h e b t n e r e f fi d o t s d a e l n e h t h c i h w , s r e h t o
e r a e r e h t , ) 5 8 9 1 ( s tt e g d o H d n a , i z n e l a V , n a m tl A o t g n i d r o c c
A some
6 8 . p ( ” n o it p e c r e p s ’ n o s r e p a e c n e u lf n i h c i h w s r o t c a f
“ -91) . The factor sare
fl e s s ’ n o s r e p e h t d n a , n o it a u ti s e h t ,i l u m it s f o n o it a z i n a g r o , il u m it s f o n o it c e l e
s
-.t p e c n o c
.
a Selecitonofs itmuil
o s u c o f e w , h ti w d e d n u o r r u s e r a e w h c i h w i l u m it s e m o s m o r
F nly on a
h c a e n o it p e c r e p e h t s e k a m i l u m it s d e t c e l e s e h T . d e t c e l e s d e ll a c s i tI . r e b m u n l l a m s
.t n e r e f fi d s i n o s r e p
.
b Organizaitonofs itmuil
e h t t a h t o s d e z i n a g r o r o d e g n a r r a e b o t s a h t i ,i l u m it s e h t g n it c e l e s r e tf A
.l u f g n i n a e m e m o c e b i l u m it s
.
c Thes tiuait on
. s e v i e c r e p n o s r e p a t a h w s t c e f f a , e c n e ir e p x e t s a p e h t s a l l e w s a , n o it a u ti s A
r o s i h s t s u j d a n o s r e p a l l e w w o h o t d e t a l e r o s l a s i y l e t a r u c c a n o it a u ti s a g n i v i e c r e P
.s n o it a u ti s o t r o i v a h e b r e h
.
d Theperson’ss efl-concept
fl e s r u o s a n w o n k s i s e v l e s r u o e v i e c r e p d n a t u o b a l e e f e w y a w e h
T
. s u d n u o r a d lr o w e h t f o n o it p e c r e p r u o s t c e f f a s e v l e s r u o e e s e w y a w e h T . t p e c n o c
fl e s s i h
T -concepti si mpo tran tbecauseyou rmenta lpictureo fyoursel fdetermine s
a e v i e c r e p u o y t a h w f o h c u
g n i w o ll o f e h t n i d e b ir c s e d s i s s e c o r p l a u t p e c r e p e h t , s r o t c a f r u o f e s o h t m o r F
. e r u g if
1 . 2 e r u g i F
s s e c o r P l a u t p e c r e P e h T
) 6 8 . p , 5 8 9 1 , s t t e g d o H d n a , i z n e l a V , n a m tl A (
r e V , n a m f f u
H noy , and Vernoy (2000 ) suggest tha t “sensaiton and
t c n it s i d a s i e r e h t t u b , e t a r a p e s o t t l u c if fi d d n a d e t a l e r y l e t a m it n i e r a n o it p e c r e p
s r e f e r n o it a s n e S . ) 7 0 1 . p ( ” e c n e r e f fi
d tot heproces so f“detecitngand rtansducing”
f o s s e c o r p e h t o t s r e f e r n o it p e c r e p s a e r e h w , n o it a m r o f n i y r o s n e s w a r e h t
l a t n e m l u f e s u o t n i a t a d y r o s n e s e h t g n it e r p r e t n i d n a , g n i z i n a g r o , g n it c e l e s “
2 , y o n r e V d n a , y o n r e V , n a m f f u H ( ” d lr o w e h t f o n o it a t n e s e r p e
r 000 ,p .107) .
e c n e u lf n i n a c n o it a s n e s , e c n e r e f fi d e h t s a h n o it p e c r e p d n a n o it a s n e s h g u o h tl A
s a h o s l a e c n e ir e p x e , n o it a s n e s e h t s e d i s e b , h c r a e s e r s i h t o t d e t a l e R . n o it p e c r e p
, e c n e ir e p x e e h t y b d e c n e u lf n i e b n a c n o it p e c r e p e h T . n o it p e c r e p h ti w n o it c e n n o c
s
a Braun and Linde r (1975 ) say tha t “expectaiton and previou s expeirence
” s t n e v e y r o s n e s f o n o it p e c r e p r u o e c n e u lf n i o t r e h t o n a e n o h ti w t c a r e t n i y lt n a t s n o c
n u a r B . ) 8 0 3 . p
( andLinder( 1975 )alsosuggesttha t“percepitonwhichi sbasedon
r e f fi d s i s n o it a s n e
s en tfrom the percepiton based on expeirence” (p .294) .The
n o d e s a b n o it p e c r e p e h t n a h t e t a r u c c a e r o m s i e c n e ir e p x e n o d e s a b n o it p e c r e p
o s l a t u b , s u f o t n o r f n i t c e j b o e h t t u o b a y l n o t o n s i n o it p e c r e p e s u a c e b n o it a s n e s
il u m it
S sSeelnescoitrosn ’ il u m it s f o
, n o it p e c r e P
d n a , n o it a z i n a g r o
f o n o it a t e r p r e t n i
il u m it s
l a r o i v a h e B
y x a w g n i v a h d n a , e t s a t t e e w s g n i v a h , d n u o s y h c n u r c g n i v a h , h t o o m s , s s e n d n u o r r o f , ” e l p p a n a “ t u o b a e r o m w o n k o t e c n e ir e p x e n a e v a h e w f i , t u B . l e e p t i u r f a t o n t a h t e v i e c r e p n a c e w , e r o t s t i u r f e h t o t o g , e l p m a x
e l lo fthe apple sin the
. e t s a t t e e w s g n i v a h d n a d e r e r a d lr o w .
2 Characterisitc so fASpeakingClass
a g n i n r a e l n i d e v o r p m i e b o t e v a h h c i h w s ll i k s e h t f o e n o s i g n i k a e p S i n r a e l n i l li k s t n a tr o p m i t s o m e h t s e m o c e b g n i k a e p S . e g a u g n a
l ng language ,a s
s y a s ) 6 0 0 2 ( i y a
K tha tspeaking i s“acrucia lpar to fsecond l anguagel earningand
r e h t o o t n w o n k e v a h e w h c i h w n o it a m r o f n i e h t ll a e r a h s n a c e w e s u a c e b ” g n i h c a e t p s h g u o r h t e l p o e
p eaking .Freeman ( 2001 )also saystha,t i n t eaching andl earning
h g u o r h t t n r a e l n e e b e v a h t a h t ” e g a u g n a l f o s m r o f e h t f o e g d e l w o n k “ , h s il g n E e l b a e b o t e v a h s t n e d u t s e h t , ” t n e i c if f u s n i “ s i ll i k s g n i n e t s il d n a , g n it ir w , g n i d a e r e h t n i “ e g d e l w o n k t a h t f o n o it a c il p p a e h t f o ” s s e c o r p a “ s a t i e t a c i n u m m o c o t a u g n a l t e g r a
t ge” ,which i sEngilsh ( para .128) .Therefore,t herei salsoaspeaking
. h s il g n E g n i n r a e l d n a g n i h c a e t n i s s a l c g n il a e d s n o it p m u s s a f o t e s a “ s i h c a o r p p a , ) 7 0 0 2 ( n w o r B o t g n i d r o c c A e g a u g n a l e c n i S . ) 4 1 . p ( ” g n i h c a e t d n a , g n i n r a e l , e g a u g n a l f o e r u t a n e h t h ti
w i s“a
e v it a c i n u m m o C , ) 0 1 . p , 6 0 0 2 , i d a y it e S ( ” g n i n a e m f o n o i s s e r p x e e h t r o f m e t s y s n i d e s u s i h c i h w h c a o r p p a n a s i h c a o r p p A e v it a c i n u m m o C r o g n i h c a e T e g a u g n a L s tr a t s e g a u g n a l a g n i h c a e t n i g n i h c a e T e g a u g n a L e v it a c i n u m m o C . s s a l c g n i k a e p s a f o y r o e h t a m o r
f languagea scommunicaiton .G irceand Skinne r(1995 )say tha t
e g a u g n a L e v it a c i n u m m o C f o s m i a e h t ,) 1 0 0 2 ( n a m e e r F o t g n i d r o c c A . ) 5 . p ( ” s e u c
m “ e r a h c a o r p p A e v it a c i n u m m o C r o g n i h c a e
T aking communicaitve competence
e g a u g n a l f o e c n e d n e p e d r e t n i e h t g n i g d e l w o n k c a d n a g n i h c a e t e g a u g n a l f o l a o g e h t
. ) 1 2 1 . p ( ” n o it a c i n u m m o c d n a
a f o s c it s ir e t c a r a h c n e v e s “ e r a e r e h t , ) 7 0 0 2 ( n w o r B o t g n i d r o c c A
6 4 . p ( ” h c a o r p p A g n i h c a e T e g a u g n a L e v it a c i n u m m o
C -47 )which can be used a s
.s s a l c g n i k a e p s e t a ir p o r p p a d n a d o o g a f o s c it s ir e t c a r a h c e h
t Thosecharacteirsitc s
: e r a
.
a Overal lgoals
e h t f o l l a n o s u c o f a s t s e g g u s g n i h c a e T e g a u g n a L e v it a c i n u m m o C
f o ) c i g e t a rt s d n a , c it s i u g n il o i c o s , l a n o it c n u f , e s r u o c s i d , l a c it a m m a r g ( s t n e n o p m o c
l a n o it a z i n a g r o e h t t c e n n o c t s u m e r o f e r e h t s l a o g e h T . e c n e t e p m o c e v it a c i n u m m o c
l a c it a m m a r g ( e g a u g n a l f o s t c e p s
a , discourse ) wtih the pragmaitc aspect s o f
.) c i g e t a rt s , c it s i u g n il o i c o s ,l a n o it c n u f ( e g a u g n a l
.
b Relaitonshipoff ormandf unciton
, c it a m g a r p e h t n i s r e n r a e l e g a g n e o t d e n g i s e d e r a s e u q i n h c e t e g a u g n a L
u p l u f g n i n a e m r o f e g a u g n a l f o e s u l a n o it c n u f , c it n e h t u
a rposes .Organizaitona l
f o s t n e n o p m o c t n a tr o p m i s a n i a m e r t u b , s u c o f l a rt n e c e h t t o n e r a s m r o f e g a u g n a l
.s e s o p r u p e s o h t h s il p m o c c a o t r e n r a e l e h t e l b a n e t a h t e g a u g n a l
.
c Fluencyandaccuracy
a d n a n o it c u d o r p d n a n o i s n e h e r p m o c f o ” w o lf “ ’ s t n e d u t s n o s u c o f
A focu s
s e l p i c n ir p y r a t n e m e l p m o c s a n e e s e r a n o it c u d o r p f o y c a r u c c a l a m r o f e h t n o
.
d Focu sonr eal-wo lrdcontexts
, e g a u g n a l e h t e s u o t e v a h y l e t a m it l u s s a l c e v it a c i n u m m o c a n i s t n e d u t S
r n u n i , y l e v it p e c e r d n a y l e v it c u d o r
p ehearsed context soutside the classroom .
n o it a c i n u m m o c r o f y r a s s e c e n s ll i k s e h t h ti w s t n e d u t s p i u q e t s u m s k s a t m o o r s s a l C
.s t x e t n o c e s o h t n i
.
e Autonomyands rtategici nvolvement
s s e c o r p g n i n r a e l n w o r i e h t n o s u c o f o t s e it i n u tr o p p o e h t t e g s t n e d u t S
h g u o r h
t raising thei r awarenes s o f thei r own style o f learning (srtengths ,
e t a ir p o r p p a f o t n e m p o l e v e d e h t h g u o r h t d n a ) s e c n e r e f e r p d n a , s e s s e n k a e w
p l e h l li w n o it c a d n a s s e n e r a w a e h T . n o i s n e h e r p m o c d n a n o it c u d o r p r o f s e i g e t a rt s
l b a p a c s r e n r a e l s u o m o n o t u a p o l e v e d o
t e o fcon itnuing to learn the language
. e s r u o c e h t d n a m o o r s s a l c e h t d n o y e b
.f Teacherr oles
ll a n a t o n , e d i u g d n a r o t a ti li c a f s i r e h c a e t e h t f o e l o r e h
T -knowingf on to f
’ s t n e d u t s e h t s e u l a v o h w ” h c a o c “ c it e h t a p m e n a s i r e h c a e t e h T . e g d e l w o n k
v e d c it s i u g n
il elopmen.t
.
g Studentr oles
e v it c a e r a s s a l c g n i h c a e T e g a u g n a L e v it a c i n u m m o C a n i s t n e d u t S
r e n r a e L . s s e c o r p g n i n r a e l n w o r i e h t n i s t n a p i c it r a
p -centered , cooperaitve ,
e t a ir p o r p p a f o e s n e p x e e h t t a t o n t u b , d e z i s a h p m e s i g n i n r a e l e v it a r o b a ll o c
r e h c a e
.
3 TheNatureo fHo tSea tAc itv tiyi nSpeakingClass
s s a l c g n i k a e p s f o s r e r u t c e l e h
T o f Engilsh Language Educaiton Study
n i m a r g o r
P Sanata Dharma Universtiy have designed an acitvtiy based on the
g n i h c a e T e g a u g n a L e v it a c i n u m m o C f o s e l p i c n ir
p Approach in speaking class ,
f o s t n e n o p m o c e h t s r e v o c y ti v it c a e h T . e v o b a d e t a t s n e e b e v a h h c i h w
g n i h c a e T e g a u g n a L e v it a c i n u m m o C n i d e t a t s n e e b e v a h h c i h w , n o it a c i n u m m o c
f o n o it c n u f e h t h ti w d e t s u j d a o s l a s i y ti v it c a e h t f o m r o f e h T . s e l p i c n ir p h c a o r p p A
e p
s aking ,whichi scommunicaiton.
. y ti v it c a t a e S t o H s i , e v o b a d e b ir c s e d s i h c i h w , y ti v it c a e h t f o e m a n e h T
s i h t f o e r u t a n e h t ,t u b , y ti v it c a t a e S t o H f o n o it i n if e d t c a x e o n s i e r e h t , y ll a u t c A
g n i h c a e T e g a u g n a L e v it a c i n u m m o C f o s e l p i c n ir p e h t s e il p p a y ti v it c
a approach .
t a e S t o
H i san example o fpubilc communicaiton ,a sGirce and Skinne r(1995 )
e h t h ti w e c a f o t e c a f s k a e p s n o s r e p e n o n e h w s r u c c o n o it a c i n u m m o c c il b u P “ , y a s
. ) 0 1 . p ( ” s e c n e i d u
a Brown (2007) also state stha t“Students a tintermediate to
e l d e c n a v d
a vel sare called on to give extended monologue sin the form o fora l
. ) 0 3 3 . p ( ” s e h c e e p s tr o h s s p a h r e p r o , s e ir a m m u s ,s tr o p e
r Ho tSea tacitvtiyi salsoa
, n o it a c i n u m m o c c il b u p r o e u g o l o n o m f o d n i
k which i sused fo rthe student so f
L h s il g n E n i s s a l c g n i k a e p
s anguageEducaiton Study Program i n SanataDharma
. y ti s r e v i n
U Thei mplementaiton o fHo tSea tacitvtiyi n speaking clas so fEngilsh
r o d e n n a l p e b n a c y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r P y d u t S n o it a c u d E
a s i h t f o s e c n e i d u a e h T . r e r u t c e l e h t n o d e s a b u t p m o r p m
i citvtiy are the smal l
s i h c i h w ” s e r u t a e f e e r h t “ e r a e r e h t , ) 1 0 0 2 ( n a m e e r F o t g n i d r o c c A e b n a c o s l a s e r u t a e f e s o h T . ) 9 2 1 . p ( ” s e it i v it c a e v it a c i n u m m o c y l u rt “ e h t d e if it n e d i c a t a e S t o H n i d n u o
f itvtiy t hati sappiled a tEngilsh Educaiton Study Program i n
. y ti s r e v i n U a m r a h D a t a n a S .
a Informaitongap
s w o n k e g n a h c x e n a n i n o s r e p e n o n e h w s t s i x e p a g n o it a m r o f n i n A .t o n s e o d n o s r e p r e h t o e h t g n i h t e m o s .
b Choice
d n a y a s l li w e h s / e h t a h w f o e c i o h c a s a h r e k a e p s e h t , n o it a c i n u m m o c n I n a c s t n e d u t s e h t t a h t o s d e ll o rt n o c y lt h g it s i e s i c r e x e e h t f I .t i y a s l li w e h s / e h w o h . e v it a c i n u m m o c t o n s i , e r o f e r e h t , y a w e n o n i g n i h t e m o s y a s y l n o .
c Feedback
s i n o it a c i n u m m o c e u r
T purposeful .As peake rcant hu sevaluatewhethe ro r
m o r f s e v i e c e r e h s n o it a m r o f n i e h t n o p u d e s a b d e v e i h c a n e e b s a h e s o p r u p s i h t o n r e k a e p s e h t e d i v o r p o t y ti n u tr o p p o n a e v a h t o n s e o d r e n e t s il e h t f I . r e n e t s il s i h t o n s i e g n a h c x e e h t n e h t , k c a b d e e f h c u s h ti
w reallycommunicaitve.
e t a ti li c a f y e h T . s s a l c e h t n i r o t a ti li c a f a s i s r e r u t c e l g n i k a e p s f o e l o r e h T . s s a l c e h t n i e v it c a e r o m s t n e d u t s e h t e k a m n a c t a h t y ti v it c a e h t h ti w s t n e d u t s e h t h y e h t t a h t n o it a m r o f n i e g n a h c x e n a c s t n e d u t s e h t , y ti v it c a t a e S t o H n
I aveknown
e h t f o g n i n n i g e b e h t n i d n a s s a l c e h t f o t n o r f n i ti g n it a c i n u m m o c d n a g n ir a h s y b r o , s e ir a m m u s , s tr o p e r l a r o “ f o m r o f e h t n i e b n a c g n ir a h s n o it a m r o f n i e h T . s s a l c , c i p o t e h T . d i a s s a h ) 7 0 0 2 ( n w o r B t a h w s a , ) 0 3 3 . p ( ” s e h c e e p s t r o h s s p a h r e p h c i h
r i e h t d e k s a s r e r u t c e l e m o s , y lt n e c e r , t u B . t s e r e t n i ’ s r e k a e p s r o e u s s i t s e w e n
n e s o h c n e e b e v a h t a h t c i p o t e h t h ti w y ti v it c a t a e S t o H u t p m o r p m i o d o t s t n e d u t s
v l e s m e h t s r e r u t c e l e h t y
b es ,wherea sFreeman ( 2001 )had said t ha t fit hespeake r
t a h t s n a e m t I . ) 9 2 1 . p ( ” e v it a c i n u m m o c t o n s i e g n a h c x e e h t “ o s , ” e c i o h c o n s a h “
d e r a h s e b l li w t a h t c i p o t e h t g n i s o o h c r o f e c n a h c e h t n e v i g e b d l u o h s s t n e d u t s e h t
l e w t i r e t s a m d n a e r a p e r p o t r e d r o n
i l ;therefore ,the informaiton exchange i s
. e v it a c i n u m m o c
s t n e d u t s e h t ,s s a l c e h t n i e v it c a e r o m e b o t d e t c e p x e e r a s t n e d u t s e h t e c n i S
e h t s a e r a o h
w audiences in Ho tSea tacitvtiy should give feedback fo rthe
s i k c a b d e e f e h T . r e r u t c e l e h t s e d i s e b , s r e k a e p
s given atfert hespeaker sshare t he
. n o it a m r o f n
i The informaiton exchange in Ho tSea tacitvtiy tha ti sdone by the
g n i h t e v it a c i n u m m o c a s a d e r e d i s n o c e b n a c o s l a r e k a e p
s .Communicaitoni n Ho t
n e i d u a e h t m o r f k c a b d e e f h g u o r h t e n o d e b n a c o s l a y ti v it c a t a e
S cest ot hes peaker .
d n a n o it a u l a v e f o m r o f e h t n i s i ,r e k a e p s e h t y b d e ri u q c a s i h c i h w , k c a b d e
