2. H Null hypothesis
: Students with extrinsic motivation achieved better reading comprehension.
H
1
Alternative hypothesis : Students with intrinsic motivation achieved better
reading comprehension. For the first hypothesis the criteria is:
If the T-count was higher than T-table H was rejected. H
1
was accepted. There was a significant difference between students who have intrinsic and extrinsic
motivation in reading comprehension at SMAN 7 Bandar Lampung. The level of significant 0.05
p α.
Statistical testing: independent t-test.
For the second hypothesis, the researcher got from the mean score of reading comprehension test between students who have intrinsic and extrinsic motivation.
The procedure of research has been discussed. This includes the research design, population and sample, variables, research instruments, validity and reliability of
the instruments, procedures of the research, data analysis, and hyphotesis testing discussed in order to provide an insight to this research.
V. CONCLUSION AND SUGGESTION
This final chapter offers the conclusion of the research findings and suggestions for the next similar research.
5.1. Conclusions of the Research Findings
Referring to the discussion of the research in the previous chapter, the researcher comes to the following conclusion:
1. There was a significant difference in reading comprehension test between
students who have intrinsic and those who have extrinsic motivation. This could be identified from the result of computation by using independent t-
test showed that the t-count is 3.122 at the significance level 0.05, meaning that t-count t-table 3.122 2.030. The alternative hypothesis
H
1
was accepted. 2.
Because there was a significant difference in reading comprehension test between students who have intrinsic and those who have extrinsic
motivation, the reseacher conducted to find out which group of students with intrinsic and extrinsic motivation achieve better reading
comprehension. The result showed that intrinsic motivation achieved better reading comprehension. It can be seen from the result that the mean
score of reading comprehension in intrinsic students 78.12 is higher than
the extrinsic ones 69.76. Students who have intrinsic motivation are better in those five aspects of reading; identifying main idea, identifying
supporting details, making inference, identifying reference, and understanding vocabulary.
5.2. Suggestions
In line with conclusions of the research findings, the researcher proposes some suggestions as follows:
1. For the students, the significant difference between students who have
intrinsic and extrinsic motivation in reading comprehension suggest the need to apply their motivation in all aspects, in order to increase their
knowledge and autonomy because motivation has an influential role in all aspects.
2. For the teacher, they should pay more attention in English subject
especially for extrinsic students with lower reading scores, extrinsic students should give direction that every skill and subject are important to
increase their knowledge. The teacher can encourage the students, especially students who have extrinsic motivation, to be more active in
order to comprehend the text. Such as identifying main idea, identifying supporting details, making inference, identifying reference, and
understanding vocabulary. 3.
It is also suggested for other researcher in the future to focused on comparison between intrinsic and extrinsic motivation in other skills of
learning language listening, speaking and writing.
