THE RELATIONSHIP BETWEEN MOTIVATION AND ENGLISH SKILL ACHIEVEMENT FOR THE FIRST TWO YEARS OF STUDY IN THE ENGLISH DEPARTMENT THE FACULTY OF LETTERS JEMBER UNIVERSITY: A CASE STUDY OF 2010/2011 ACADEMIC YEAR’S ENGLISH DEPARTMENT STUDENTS

Abstract

This study is qualitative research. In qualitative data collection, case study belongs to the one of the methods (Dornyei, 2007:152). It can mix with some methods in qualitative data collection such as interviews, observation, and document archives. In this thesis, the primary data are taken from the interview. Meanwhile, the secondary data are taken from the score of four skills in English which officially published by the faculty through academic division. After getting the secondary data, extreme case analysis will be done to make specific experience (Dornyei, 2007:128). The extreme case in this thesis is based on the average score. First, the highest achiever, who gets the highest average score, and the lowest achiever, who gets the lowest average score. Then, the interview is done to find out the indicators of the types of motivation of the two selected respondents. Krashen (1981:22) divides two types of motivation: integrative motivation and instrumental motivation. After knowing the type of motivation from the two selected respondents, the English skills achievement score will be used to know how the types of motivation contribute to their English skills achievement. The results of this study show that integratively motivated student does not always get good achievement and instrumentally motivated student can get good achievement likewise in integratively motivated student. This shows that there is no consistent agreement on the types of motivation that can contribute positively to the English skills achievement.