Retno Damayanti Kusumaningrum, 2201415071 (2019) INSTRUMENTAL AND INTEGRATIVE MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS IN ACQUIRING ENGLISH READING SKILL A Case of the Twelfth-Grade Students of SMA N 1 Weleri Kendal in the Academic Year of 2019/2020. Under Graduates thesis, UNNES.

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Abstract

Motivation is one of the influencing factors in second language learning. This study investigates the correlation of instrumental and integrative motivation towards students’ reading comprehension achievement which was observed and analyzed from the twelfth-grade students of SMA N 1 Weleri in the academic year of 2019/2020. The population of this study is twelfth graders of SMAN 1 Weleri in the academic year of 2019/2020. In this study, 30 students were taken as the sample. The design of this study is descriptive quantitative with the correlational approach. The data were gained by administering a reading comprehension test and questionnaire related to students’ motivation. All the data gained in this study were analyzed by using the formulation of Pearson Product Moment Correlation and Regression Analysis. In this study, instrumental motivation has greater influence for both high and low students. Students are more instrumentally motivated rather than integratively motivated. The computation result shows that there is a correlation between instrumental motivation and students’ reading comprehension with correlation coefficient 0.23 and the Sig. (2-tailed) value for the two variables is 0.05. Integrative motivation and reading comprehension are also correlated significantly. The correlation coefficient between integrative motivation and students’ reading comprehension is 0.17, and the Sig. (2-tailed) value for the two variables is 0.05. For the correlation between instrumental motivation, integrative motivation, and reading comprehension, the correlation coefficient is 0.36, and the Sig. (2-tailed) is 0.05. The result indicates that instrumental and integrative motivation have a significant relationship with students’ reading comprehension achievement. Instrumental and integrative motivation affect the students' achievement in reading comprehension in the amount of 21,8% and the rest of 78,2% is affected by the other factors. Instrumental and integrative motivation take part as the factors that influence the students’ reading comprehension achievement. Motivation encourages learners to learn a language. Students with higher achievement tend to have high levels of motivation. Therefore, the creative and innovative learning method can be used to improve students’ interest and motivation in learning English.

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