The Relationship Between Students’ Learning Motivation and English Achievement Among Tenth-Grade Students at Senior High School

The purpose of this study is to investigate whether there is a significant relationship between students’ learning motivation and their English achievement. A quantitative method employing a correlational research design was applied, involving 18 Grade 10 students at SMA Muhammadiyah 2 Metro during the 2026/2027 academic year. Data were collected through a learning motivation questionnaire and an English achievement test. The data were analyzed using descriptive statistics, normality and linearity tests, and Pearson Product-Moment Correlation. The findings showed that students’ learning motivation scores ranged from 49 to 89, with a mean score of 67.33, while their English achievement scores ranged from 31 to 100, with a mean score of 77.17. The Pearson correlation analysis revealed a positive and significant relationship between learning motivation and English achievement, with a correlation coefficient of 0.710 and a significance value of 0.001. Since the significance value was lower than 0.05, the relationship between the two variables was statistically significant. The result indicates that students with higher levels of learning motivation tended to obtain higher English achievement scores. Therefore, learning motivation was significantly associated with English achievement among the Grade 10 students involved in this study.