<![CDATA[This study investigates Chinese language learning motivation among students at AMKUR Senior High School Pemangkat and examines its relationship with Chinese language learning achievement. The study is significant because understanding students’ learning motivation can provide a basis for developing more appropriate and effective Chinese language teaching strategies in the school. Guided by theories of language learning motivation, this study aims to identify the types of motivation exhibited by students and analyze the relationship between their motivation and learning achievement. A mixed-methods approach was employed, combining quantitative and qualitative methods. Data were collected through a five-point Likert-scale questionnaire, students’ academic records and in-depth interviews. Quantitative data were analyzed using descriptive statistics and Spearman's rank correlation analysis, while qualitative data were used to support the interpretation of the quantitative findings. The results showed that students’ overall Chinese language learning motivation was high, with motivation tending to increase across grade levels. Instrumental motivation was the dominant type, particularly motivation related to future employment opportunities and higher education. Furthermore, a significant positive correlation was found between learning motivation and Chinese language learning achievement (r = 0.272, p = 0.001). These findings indicate that students with higher levels of motivation tend to demonstrate better Chinese language learning achievement. The study concludes that understanding students’ motivational orientations, particularly their instrumental motivation, is important for supporting the development of Chinese language teaching strategies at AMKUR Senior High School Pemangkat.]]>
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