Analyzing Senior High School Students' Motivation To Speak English in the Classroom by The Implementation of Collaborative Learning Method

Abstract

In Indonesia, English plays a role as English as a Foreign Language (EFL). Hence, students only find opportunities to speak English in class. Consequently, most of them may struggle with speaking because of some factors such as afraid of making mistakes, lack of confidence, and have limited opportunities to practice in authentic setting (Zarrinabadi, 2014). By focusing on students’ experiences, this study aims to provide a deeper understanding of how students’ motivation to speak English was shaped by the implementation of Collaborative Learning Methods in senior high school EFL classrooms. This study employed a Qualitative Descriptive Research Design. It was conducted at a senior high school located in one of the subdistricts of Jember Regency. The participants consisted of six eleventh-grade students from the 2022/2023 academic year. They were selected with the assistance of an English teacher from the same grade level. The data were collected through semi-structured interviews. Several questions were asked in relation to the research question, focusing on how students’ motivation to speak English in the classroom was shaped by the implementation of the Collaborative Learning Method. Moreover, the interview responses were then analyzed using Thematic Analysis, as outlined by Braun and Clarke (2006). The findings of this study revealed five indicators of students’ motivation to speak in class, shaped by the implementation of the Collaborative Learning Method: interesting activities enhance students’ engagement, encouragement and needs in learning, hopes and aspirations, strive to improve speaking in the classroom, learning environment. The participants stated that Collaborative Learning Method provides engaging and enjoyable activities that made them interested in participating to speak in class. Furthermore, this method was perceived as highly beneficial, as it provided students with opportunities to develop their speaking skills through group work, thereby fulfilling their need for learning. In addition, the Collaborative Learning Method fostered a supportive and interactive classroom environment that enhanced students’ motivation and contributed to greater persistence in learning. Finally, it was noted that this method created a positive and comfortable atmosphere, encouraging students to speak English more confidently.