Students were often confused and forced into silence when they communicate in English. This condition became a problem during the teaching-learning process and may eventually lead to poor speaking ability. Modified-Conventional method, which imbedded to the student center learning (SCL) in a collaborative learning can be a solution to address the aforementioned condition. The reason for the hypothesis above is the presence of the underlying principles of such the innovative teaching that can foster students' motivation, both intrinsically and extrinsically, towards the foreign language learning. The objective of this study is finding out the effectiveness of implementing the modified-conventional method in a collaborative learning, to the students' learning motivation of EFL context which could boost their oral communication. Participants were 30 fourth semester students (16 males and 14 females) enrolled in a three-year diploma program in Travel and Tourism Business, State Polytechnic of Bali. The students were given communicative activities and practices which were carefully designed so as to necessitate the implementation of the modified-conventional method. Data were collected through classroom action-based research procedures starting from planning, action, observation, and reflection. The mean was used measure of the students' speaking achievement in order to identify any statistically significant improvements following the intervention. Meanwhile , qualitative data was analyzed based on the whole observation of the action and the result of the questionnaires. The result of the pre-test indicated that the students' oral communication categorized into low. Its mean score was only 55.29. Meanwhile, the results of test in the three cycles were respectively 68.30, 75.12, and 86. It can be concluded that the students' learning motivation increased highly due to the conducive learning atmosphere created as they could get engage, encourage, enthusiastic, and explored in each learning cycle. Consequently, it could improve their oral communication significantly. Limitations and suggestions for successful appliedaction-integrated instruction and implications for future research are provided.