HUBUNGAN GROWTH MINDSET DENGAN KETERAMPILAN MENULIS BAHASA JERMAN SISWA KELAS XI SMA PGII 1 BANDUNG
DOI:
https://doi.org/10.51878/secondary.v6i4.14806Abstract
A growth mindset in German language learning reflects learners' beliefs that their language competence can be cultivated through effort, deliberate practice, and strategic learning. German writing skills represent a highly complex productive competence requiring the integration of textual structure, vocabulary selection, word order, and grammatical accuracy. This study aimed to examine the correlation between growth mindset in German language learning and German dialogue writing skills among eleventh-grade students at SMA PGII 1 Bandung. A quantitative approach with a correlational design was employed involving 120 students selected via cluster random sampling. Data were collected using an adapted Language Mindsets Inventory questionnaire and an inter-rater scored dialogue writing test. The Spearman Rank correlation revealed no statistically significant correlation between growth mindset and German writing achievement (ρ=0.072; p=0.434). Supplementary analysis indicated a significant difference in growth mindset scores based on the teaching instructor (p=0.008), but no significant variation in writing scores (p=0.972). These findings demonstrate that within the context of this study, no significant relationship was found between learners' growth beliefs and their writing performance.
ABSTRAK
Growth mindset dalam pembelajaran bahasa Jerman merupakan keyakinan siswa bahwa kompetensi kebahasaan dapat ditingkatkan melalui usaha, latihan, dan strategi adaptif. Keterampilan menulis bahasa Jerman menjadi salah satu keterampilan produktif kompleks yang menuntut integrasi struktur, kosakata, susunan kata, serta ketepatan gramatikal. Penelitian ini bertujuan untuk menganalisis hubungan antara growth mindset dalam pembelajaran bahasa Jerman dan keterampilan menulis dialog bahasa Jerman pada siswa kelas XI SMA PGII 1 Bandung. Pendekatan kuantitatif dengan desain korelasional diterapkan pada 120 siswa yang dipilih melalui teknik cluster random sampling. Data diukur menggunakan kuesioner adaptasi Language Mindsets Inventory serta tes menulis dialog terstruktur yang dinilai secara inter-rater. Hasil analisis korelasi Spearman Rank menunjukkan tidak terdapat hubungan yang signifikan antara growth mindset dan keterampilan menulis bahasa Jerman (ρ=0,072; p=0,434). Analisis tambahan menunjukkan adanya perbedaan skor growth mindset berdasarkan guru pengajar (p=0,008), namun tidak menghasilkan perbedaan pada keterampilan menulis (p=0,972). Temuan ini menegaskan bahwa pada penelitian ini tidak ditemukan hubungan yang signifikan antara keyakinan berkembang dan kemahiran menulis siswa di sekolah menengah.
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