INCORPORATING LEARNING MOTIVATION AND SELF-CONCEPT IN MATHEMATICAL COMMUNICATIVE ABILITY

This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X1) and self-concept (X2) can contribute to the mathematical communicative ability (Y).
The test instruments showed the following results: (1) simple regressive equation Y on X1 was Ŷ = 32.891 + 0.43X1, simple linier regressive test Y on X1 was Fcal = 1.272< Ftab = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X2 was Ŷ = 33.68 + 0.44X2, simple linear regressive test Y on X2 was Fcal = 0.616< Ftab = 1.897 and pertained to linear regression at significant level of 5%.
The data analysis of the variable correlation could be seen as follows: (1) learning motivation (X1) with mathematical communicative ability (Y) was rcal = 7.730> rtab = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X2) with mathematical communicative ability (Y) was rcal = 8.375> rtab = 4.020 showed the positive correlation at significant level of 5%.
The result of this study is that there was a positive relationship between learning motivation (X1) and mathematical communicative ability (Y), and also self-concept (X2) and mathematical communicative ability (Y).