THE RELATIONSHIP BETWEEN GENERATION Z LEARNING CHARACTERISTICS AND GERMAN LANGUAGE LEARNING OUTCOMES OF GRADE XI HIGH SCHOOL STUDENTS

Abstract

This study aims to identify the characteristics of learning as a process that brings about changes in students through deliberate learning experiences and in Generation Z students who have a tendency to learn in a unique way, namely by relying on technology, visualization, and enjoying interactive learning. Furthermore, it analyzes learning characteristics, particularly in German language instruction at the high school level, and examines their relationship with the German language learning outcomes of 11th-grade students at SMA Negeri 5 Malang. The study employs a quantitative correlational approach, with data collected through questionnaires, documentation of Mid-Term Exam (UTS) scores, and classroom observations of 31 11th-grade students at SMA Negeri 5 Malang. The results indicate that students have a high preference for visual media and collaborative learning, and actively use technology. However, Pearson's correlation test shows no significant relationship between learning characteristics and learning outcomes (r = 0.033; p = 0.860). These findings indicate that academic success is not solely determined by learning characteristics but is also influenced by other factors such as learning strategies and discipline. This necessitates teachers not only adapting to students' learning styles but also paying attention to internal aspects such as motivation, time management, and learning responsibility.