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Purpose: Even though writing abilities are critical for academic success, many undergraduates struggle with English writing. Engaging and assisting students in the writing process have been demonstrated to boost students' writing performance in their studies. Therefore, the current study examined to find out whether Integrated Interpersonal (Social) Intelligence through Student Teams Achievement Divisions (STAD) model of learning in teaching English business letters had a significant contribution to the student's motivation in learning English business letters.
Methods: Data were collected through 1) a questionnaire of students' learning motivation to the forty-seven students through the google forms: https://forms.gle/1cRMJvAT5yr2U73T7; and 2) business letter writing tests.
Results: The results of the research showed that most students were motivated. They like and understand business letter writing, know the importance of business letter writing, and like discussing it with friends. They are eager to learn business letter writing, listen and pay attention seriously. Lecturer’s appreciation makes students more interested in learning business letter writing. They are happy to collaborate with others. They can think critically, and solve the problem. They are motivated to think creatively and actively to deliver ideas and concepts. They listen to the lecturer’s explanation. They are motivated to have empathy and are good at understanding. Compared with the previous test results, the student's test scores were better improved after the implementation of this integrated social intelligence (SI).
Conclusions: Suggest that implementing SI through the STAD model of learning in teaching English business letters can enhance students' motivation.