For effective communication, speaking proficiency is essential, yet many English as Foreign Language (EFL) learners face difficulties in mastering it, often due to limited motivation. Although previous research has extensively examined intrinsic motivation, the specific impact of extrinsic motivational factors on speaking proficiency remains understudied, especially among university students. This study aims to identify the effect of extrinsic motivation, which includes external regulation, introjection, identification, and integration, on the speaking proficiency of 4th and 6th semester students in the International Class Program (ICP) of English Education Department at UIN Walisongo Semarang. Using a quantitative correlational design, data were collected from 48 students through questionnaires based on the Attitude Motivation Test Battery (AMTB) and Academic Motivation Scale (AMS). Speaking ability was assessed using grades that was gathered from Study Result Card (KHS). The findings revealed, among the four extrinsic motivation factors, integration had the most significant positive impact on students' speaking proficiency. External regulation, on the other hand, showed a weak negative correlation. Additionally, 4th semester students showed slightly higher level of extrinsic motivation than 6th semester students, although the difference was not statistically significant. Students who perceive English learning as aligned with their personal goals and values tend to perform better in speaking. This suggests that, rather than relying solely on external regulation or punishments, educators should encourage students to internalize the importance of language learning by linking it to their future aspirations and identity development. By encouraging a integration motivation, learners are more likely to participate actively in speaking activities and achieve higher levels of communicative competence.
Keyword: EFL, Extrinsic Motivation, Integration, Speaking Proficiency