This study aims at investigating whether: (1) Model United Nations is more effective than Small-Group Discussion to teach speaking; (2) The students with high learning-motivation have better speaking skill than those having low learning-motivation; and (3) There is an interaction between teaching method and students? learning-motivation in teaching speaking.
This quasi-experimental study was implemented to the fourth semester students of Slamet Riyadi University, Surakarta in the Academic Year of 2015/2016. There were two parallel classes which consist of 40 students. Total sampling was employed where Class A was the experimental class which implemented Model United Nations and class B was the control class which implemented Small-group discussion. Questionnaire was used to categorize students to either high or low learning motivation group. Oral test was conducted to measure their speaking skill. Then, the data were analysed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted.
This study finds that: (1) Model United Nations is more effective than Small-Group Discussion to teach speaking proven by the students? average score where experimental class obtained 78.12 higher than control class which obtained 75.77; (2) The students with high learning-motivation have better speaking skill than those having low learning-motivation proven by the average score comparison (81.07 compared to 72.82); and (3) There is an interaction between teaching method and students? learning-motivation in teaching speaking.
The results of this study imply that (1) as the more effective method compared to Small Group Discussion, Model United Nations is strongly eligible to implement but the lecturers have to be able to adjust its procedures with students? condition; (2) learning-motivation is an influential factor in determining the students? speaking skill: the higher the students? learning motivation, the better their speaking skill and vice versa; and (3) to the students with high learning motivation, MUN is more recommended to implement than SGD and to the students with low learning-motivation, either MUN or SGD is equally recommended.
Keywords: learning-motivation, model united nation, , quasi-experimental study, small group discussion , speaking skill.
