STUDENTS’ MOTIVATION IN EFL SPEAKING THROUGH THINK-PAIR-SHARE

Abstract

Motivation plays a central role in students’ success in speaking English, particularly in English as a Foreign Language (EFL) contexts where anxiety and limited exposure often hinder oral participation. Cooperative learning techniques have been widely recommended to address these challenges, one of which is the Think-Pair-Share (TPS) technique. This study aimed to explore how the Think-Pair-Share technique shapes students’ motivation in speaking English and to identify challenges encountered during its implementation. Employing a qualitative case study design, data were collected through classroom observations and semi-structured interviews involving eleventh-grade students at SMAN 2 Cianjur. The implementation of TPS followed structured stages that encouraged students to think individually, discuss ideas with peers, and share responses with the class. The findings indicate that TPS positively influenced students’ motivation by increasing engagement, willingness to speak, and confidence during speaking activities. Peer interaction and preparation time were identified as key factors contributing to students’ motivational engagement. However, challenges such as limited vocabulary, fear of making mistakes, unequal participation among pairs, and time constraints were also reported. Overall, this study concludes that Think-Pair-Share fosters a supportive and motivating environment for EFL speaking, although pedagogical scaffolding is necessary to maximize its effectiveness.