Interplay of Language Mindset, Motivation, dan Prestasi Bahasa Inggris (Studi di Jurusan Bahasa Inggris Universitas Hasanuddin, Makassar, Indonesia)

This study aims to scrutinize the potential interplays between language mindset, motivation, and English achievement particularly regarding the prospective contribution of language mindset and motivation on English achievement. The method employed a mixed-method approach triangulating quantitative and qualitative data. This study integrated three instruments, i.e., questionnaire adapted from Language Mindset Inventory (LMI), Gardner’s Attitude/Motivation Test Battery (AMTB), English achievement from TOEFL ITP Score, and Interview.
Those instruments were administered to a total of 44 participants selected from English department of Hasanuddin University year 2021. Based on the data programed in SPSS 25, it indicates that language mindset and motivation are moderately correlated (r=0.363) and show a negative correlation with English achievement. This reveals that language mindset (-0.219) and motivation (-0.163) in fact appear to be insignificantly influential toward English achievement. This finding was validated in the interview positing that language mindset and motivation are a state of mind situationally influenced by one’s environments; that in truth mindset and goals without actual-relevant action will remain ineffective. This current finding can be benefited by academic practitioners, especially those moving in educational psychology, and language learners ideating that being positive or having a growth mindset or motivation cannot guarantee success without the companionship of relevant action. Besides, researchers can also further explore the strong state of language mindset in language learning; there might be other potential factors that affect language mindset formation.