Title: Scrutinizing How Students' Motivation to Speak English in the Classroom Triggered by Collaborative Learning Method Implementation
Authors: Alvina Damayanti, Aan Erlyana Fardhani, Sunoko Setyawan
Volume: 9
Issue: 7
Pages: 225-230
Publication Date: 2025/07/28
Abstract:
This study investigated how the senior high school students' motivation to speak English in the classroom was shaped by the implementation of Collaborative Learning Method (CLM). Referring to the status of English as a foreign language in Indonesia, students often lack authentic speaking opportunities, leading to the student's low confidence and fear of making mistakes. Through Descriptive Qualitative Research Design, the research data were collected from the six eleventh-grade students by using semi-structured interview and analyzed using Braun and Clarke's (2006) Thematic Analysis. The findings proved that CLM shaped students' speaking motivation through twelve ways: having fun activities, various activities, supports, encouragement, trigger to speak, comfortable learning atmosphere; and future goals, speaking cooperation development; language anxiety decline; peer help, the students' motivation influence to speak, and the rise of students' will to complete the tasks. Finally, those twelve ways could be claimed as the contributing factors for students' willingness to speak English in classroom. With regard to Uno's Five Key Motivational Indicators, they could be classified into (1) interesting activities enhance students' engagement, (2) encouragement and needs in learning, (3) hopes and aspirations, (4) strive to improve speaking in the classroom, or (5) learning environment. Further, suggestions for English teachers are to implement CLM to motivate students to speak English in their classrooms and future researchers to explore CLM impacts on students' motivation to practice other language skills across different grade levels.