This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X[subscript 1]) and self-concept (X[subscript 2]) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X[subscript 1] was Y = 32.891 + 0.43X[subscript 1], simple linier regressive test Y on X[subscript 1] was F[subscript cal] = 1.272< F[subscript tab] = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X[subscript 2] was Y = 33.68 + 0.44X[subscript 2], simple linear regressive test Y on X[subscript 2] was F[subscript cal] = 0.616< F[subscript tab] = 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 (X[subscript 1]) with mathematical communicative ability (Y) was r[subscript cal] = 7.730> r[subscript tab] = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X[subscript 2]) with mathematical communicative ability (Y) was r[subscript cal] = 8.375> r[subscript tab] = 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 (X[subscript 1]) and mathematical communicative ability (Y), and also self-concept (X[subscript 2]) and mathematical communicative ability (Y).