The Modified Think-Pair-Share (MTPS) Strategy to Improve EFL Learners’ Motivation and Speaking Achievement
Abstract
Penelitian ini menguji i) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan MTPS, ii) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan TPS, iii) hubungan antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan MTPS, iv) korelasi antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat di MTPS dibandingkan dengan yang ada di TPS. Desain pretest-posttest group kontrol diimplementasikan dalam penelitian ini. Subjek penelitian adalah mahasiswa semester dua Jurusan Bahasa Inggris Universitas Metro Muhammadiyah. Kuisioner motivasi dan tes berbicara digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa i) motivasi peserta didik meningkat secara signifikan di MTPS, ii) motivasi peserta didik tidak meningkat secara signifikan di TPS, iii) Motivasi tidak berkorelasi erat dengan prestasi berbicara setelah menerapkan MTPS, iv) Ada korelasi positif antara motivasi dan prestasi berbicara peserta didik setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat adalah komprehensibilitas. Ini menunjukkan bahwa MTPS memfasilitasi peserta didik untuk termotivasi untuk belajar dan berbicara untuk tingkat apa pun tetapi dengan menyesuaikan konten video, dan TPS memfasilitasi peserta didik untuk berbicara dalam tingkat pemahaman yang lebih tinggi.
This study examined i) the improvement of EFL learner’s motivation before and after implementing MTPS, ii) the improvement of EFL learner’s motivation before and after implementing TPS, iii) the correlation between EFL learners’ motivation and speaking achievement after applying MTPS, iv) the correlation between EFL learners’ motivation and speaking achievement after applying TPS, and v) the most improved speaking aspect in MTPS compared to that in TPS. A true experiment control group pretest-posttest design was implemented in this study. The subject was second-semester university students of English Department of Muhammadiyah University of Metro. Motivation questionnaire and the speaking test were used to collect the data. The results showed that i) the learners’ motivation significantly improved in MTPS, ii) the learners’ motivation not significantly improved in TPS, iii) Motivation did not closely correlate with speaking achievement after implementing MTPS, iv) There was a positive correlation between learners’ motivation and their speaking achievement after applying TPS, and v) the most improved speaking aspect was comprehensibility. This suggests that MTPS facilitated the learners to be motivated to learn and to speak for any level but by adjusting the content of the video, and TPS facilitated the learners to speak in the higher level of comprehension.
Keywords: Motivation, MTPS, Speaking Achievement, TPS.
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