The Relationship between parents' involvement and student's English learning achievement

LEARNING ACHIEVEMENT

(A Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi)

By:

NURMAW `IZATILLAH

1110014000041

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Involvement and Student’s English Learning Achievement (A Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi, West Jakarta). Skripsi. Department of English Education, Faculty of Tarbiya and Teachers Training, UIN Syarif Hidayatullah (State Islamic University). Jakarta, 2015.

The principal objective of this study is to find the empirical evidence for the relationship that presumably exists between parents’ involvement and student’s English learning achievement. The researcher used a correlational descriptive method employing quantitative approach. The instruments of this study are questionnaire and the students' score in English exercises, assignments and examinations. The questionnaire used was the one adapted from Schute et.al. While the Pearson Product momentformula is used to investigate whether or not parents’ involvement has a significant relationship on their children's English learning achievement. The research findings show that rxy>rtable= 0.986 > 0.80.

Hence, Ha is accepted and Ho is rejected. Based on the result, it can be affirmed that there is a significant, positive relationship between parents’ involvement and student’s English learning achievement.

v

Involvement and Student’s English Learning Achievement (A

Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi, Jakarta Barat). Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Penelitian ini bertujuan untuk menemukan bukti empiris adanya hubungan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa. Penulis menggunakan metode korelasional deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan dalam penelitian ini adalah angket dan nilai rapor semester genap siswa pada mata pelajaran bahasa Inggris. Angket yang digunakan diadaptasi dari Schute, et.al., dengan menambahkan butir pertanyaan sesuai indikator yang telah ada. Kemudian, Pearson Product Moment Formula digunakan untuk menginvestigasi apakah terdapat hubungan yang signifikan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa. Hasil dari analisis data menunjukan rxy>rtable = 0.986 > 0.80 yakni Ha diterima.

Berdasarkan hasil tersebut, dapat diambil kesimpulan bahwa terdapat hubungan yang sangat signifikan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa.

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In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his faithful followers.

In this occasion, the writer would like to dedicate this Skripsi to her late father (Alm. H. Ramli Aminoto) who could not live to see it and gives her gratitude for all of cares and loves he poured. She feels also obliged to express her utmost respect and gratitude to her beloved mother (Hj. Sa`adah) for her valuable support, continuous prayers and moral encouragement in motivating the writer to finish her study.

The writer also would like to express her greatest appreciation, honour and gratitude to her advisors, Nasifuddin Djalil, M.Ag., and Maya Defianty, M.Pd., for their advice, guidance, corrections, and suggestions in finishing this Skripsi. She sincerely prays for them –may they always be blessed and be successful in whatever they are doing.

Her gratitude also goes to:

1. All lecturers of the Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Dr. Alek, M.Pd., the Head of the Department of English Education.

3. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education.

4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers Training.

5. Her academic advisor, Didin Nuruddin Hidayat, M.A.,TESOL., for his memorable advices, guidance, suggestions, and supports.

vii

Quraisy, Hr., and Fairuz Hammurabi, Hr., who teach her to show life that she has thousand reasons to smile when life gives her hundred reasons to cry. 7. Her brother and sister in laws and also her lovely nephews and nieces who

have been sharing the laugh and bringing happiness to her life.

8. Her loyal best friends, dr. Arganita Kusuma Dewi, Fathimah Azzahra, Lc., and Hanny Hardianty, S.Pd., who were always helping her during accomplishing the skripsi.

9. Her beloved best friends, Listianty Ridayu Maksum, Nadya Yani Saniyatul Amaniy, Ranny Junita A., Sita Pradhita N., Ummu Salamah, Robiatul Adawiyah, Sari Febrianti, Nur Pratiwi, Siti Afifah and the best classmate, Aisyah Mulyani, for sharing knowledge, care, motivation, time, support, laugh and happiness in gaining Bachelor Degree.

10.Her beloved friends in English Education Department Academic Year 2010, especially, EED class A, for giving their cares and supports all this time. 11.Any other person who cannot be mentioned one by one for their contribution

to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really a pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.

Jakarta, March 2015

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ENDORSEMENT SHEET ... i

APPROVEMENT SHEET ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT ... iv

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF APPENDICES ... xii

CHAPTER I: INTRODUCTION A. The Background of the Study ... 1

B. The Identification of the Problem ... 4

C. The Limitation of the Problem ... 4

D. The Formulation of the Study ... 4

E. The Objectives of the Study ... 5

F. The Significance of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK A. Literature Review ... 6

1. Student’s English learning Achievement ... 6

a. Definition of Learning ... 6

b. Definition of Student’s Learning Achievement ... 7

c. Student’s English Learning Achievement in Indonesia ... 9

d. Factors Affecting Student’s Achievement ... 10

2. Parents’ Role in Student’s Academic Lives ... 13

a. Parents’ involvement Based at Home and School ... 13

b. Parents’ involvement in Student’s English Learning Process ... 16

B. Conceptual Framework ... 20

C. The Previous Related Study ... 21

ix

C. Research Population and Sample ... 25

D. Research Instrument ... 25

E. The Data Analysis Technique ... 28

F. Statistical Hypotheses ... 30

CHAPTER IV: RESEARCH FINDINGS A. Findings ... 32

1. The Description of the Data ... 32

a. The Data of Parents’ Involvement and Student’s English Learning Achievement ... 32

b. The Relationship between Parents’ Involvement and Student’s English Learning Achievement ... 33

2. Analysis of the Data ... 34

a. The Frequency of the Data ... 35

b. The Histogram ... 36

c. The Normality test ... 38

d. The Correlational Result ... 40

3. The Interpretation of the Data ... 41

B. Discussion ... 42

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 45

B. Suggestion ... 45

REFERENCES ... 47

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Table 3.1 Indicators of Parents’ Involvement ... 26

Table 3.2 The Questionnaire Scoring ... 26

Table 3.3 Valid Items of Parents’ Involvement ... 27

Table 3.4 The Reliability of Questionnaire ... 28

Table 3.5 The Level of Correlation ... 30

Table 4.1 The Summary Score of Parents’ Involvement (X) and Students English Learning Achievement (Y) ... 33

Table 4.2 The Frequency of Parents’ Involvement ... 35

Table 4.3 The Frequency of Student’s English Learning Achievement ... 36

Table 4.4 The Normality Data of Variable X and Y... 38

Table 4.5 The Result of Correlation Calculation ... 40

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Figure 4.1 Parents’ Involvement ... 37 Figure 4.2 Student’s English Learning Achievement ... 37 Figure 4.3 The Normal Q-Q Plot of Parents’ Involvement ... 39 Figure 4.4 The Normal Q-Q Plot of Student’s English

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Appendix 2 The Questionnaire of the Correlation between Parents’ Involvement

and Student’s English Learning Achievement

Appendix 3 The Distribution of Questionnaire Score and The Student’s English Lesson Score

Appendix 4 The Recapitulation of the Questionnaire Appendix 5 The Correlation Score

Appendix 6 Open Ended Question

Appendix 7 The Recapitulation of Open Ended Question Appendix 8 The Result of Open Ended Question

Appendix 9 Triangulasi data Kuesioner dan Open Ended Question

Appendix 10 Surat Permohonan Izin Penelitian

Appendix 11 Daftar Nama dan Biodata siswa SMP Ibu Pertiwi Tahun Pelajaran 2014-2015

Appendix 12 Surat Keterangan dari Sekolah yang bersangkutan

Appendix 13 Surat Pengesahan Proposal Skripsi

Appendix 14 Surat Bimbingan Skripsi

1

A.

Background of Study

English is considered to be important to learn because it is one of international languages used to communicate and develop relationship with the countries in the world wide and the competence in it is important in career development. Thus, students need to understand and use English to improve their confidence to face global competition.

In Indonesia, English language is one of the compulsory subjects that are tested in the National Final Exam- Ujian Nasional (UN). The government makes English as the first foreign language to be taught in Indonesian schools as stated in the 1994 GBPP that English is the first language which is considered important to gain and develop science, technology and to make relationship with other countries.1 It is learned by the students from junior high school, senior high school up to university level. Therefore, Indonesian students are expected to master English as stated in the curriculum which its aim is mastering communication skills in English covering listening, speaking, reading and writing because this is what students need to face globalization and information era in the 21st Century.2

Furthermore, in the Indonesian curriculum, the aim of the curriculum is drawn into the objective of study that students should reach. The objective of study is specifically drawn from Based Competence-Kompetensi dasar (KD) which is developed from Standard of Competence-Standard Kompetensi (SK). In English subject SK and KD cover the attainment of four skills; listening, speaking, reading and writing as written on School-based Curriculum-Kurikulum Tingkat Satuan Pendidikan (KTSP).

Unfortunately, the English subject’s objective of study has not completely

achieved yet because there are many schools in Indonesia that still could not fulfill

1

Departement Pendidikan dan Kebudayaan, Kurikulum: GBPP Mata Pelajaran Bahasa Inggris. (Jakarta: Depdikbud, 1993), p. 1.

2

Departemen Pendidikan dan Kebudayaan, Penyempurnaan/Penyesuaian Kurikulum 1994 (suplemen GBPP) Bahasa Inggris SLTP/MTs, (Jakarta: Depdikbud, 1992), p. 2.

the standard achievement of the current curriculum. One of the schools which have not reached the objective of English subject is SMP Ibu Pertiwi Jakarta Barat where the writer did a pre-research in. Based on the data of the result of student’s English score given by the teacher, there are many of the first, second and third

grade students who got low score and could not reach the school’s minimum

standard criteria of English subject (65) at the school. Moreover, the result of the interview with the English teacher also showed that there are many students who cannot reach the Minimum Standard Criteria-Kriteria Ketuntasan Minimal (KKM) in the middle and final exam of the school. The teacher said that there were several possible factors which could cause the problem and affect the students’ achievement, for instance, learners’ motivation, learners’ intelligence,

learner’s family condition and school facility.

In addition to the facts that the writer found at the school, the writer assumed that there are many factors may affect the students’ learning achievement. Intelligence is not the only determinant of academic achievement. According to Muhibbinsyah, the other factors such as internal factors (physiology and psychology aspect), external factors (social factors and non-social factors) and approach to learning can influence achievement.3 It is in line with the English teacher statement about the factors which may influence students’ achievement.

Further, M. Ngalim Purwanto also states that there are some social factors which influence the students’ learning and achievement.4 Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social motivation.

As one of factors which influence students’ achievement, parents have an important role in affecting students’ learning achievement. It is supported by

Pena’s findings and statements about parents. Parents who involve in student’s

academic lives have many positive benefits for students, the most important of which is enhanced student’s achievement. In her long year studies, Pena did a case

3

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, (Bandung: PT Remaja Rosdakarya, 2010), p. 129.

4

M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p. 102.

study about the influence of parents’ involvement in a large urban city in America. The findings show that parents could actually give their best involvement to school activities and potentially give benefits to influence

student’s achievement. Further, the studies draw that the involvement of parents

could be in a variety of roles and areas and mostly become partners in education of their children.5

Other supported data which shows the importance of parents who involve in education and influence student’s learning achievement are stated in

Pomerantz’ journal article. Firstly, how parents react toward the students is critical

to the success of their involvement in their academic lives and it gives more benefit to some students. Secondly, parents’ involvement also gives benefits not only for children’s achievement but also for their psychological functioning more broadly.6

However, in Indonesia, parents have misinterpretation about responsibility

of educating. Parents’ responsibility to educate their children is mostly taken by

formal and non-formal educational institution or it may be taken all. These make

parents’ control weaken and schools lessen parents’ authority on their children.

Most of parents thought their responsibility has been given to the school. They do not realize that education takes place at home, in school and in a community. In line with this, Rosita states that parent is critically needed to know that education takes place not only in school but also at home.7

Therefore, the focus of the study is on parents’ involvement based at school and based at home because student’s achievement is not only from teaching learning process in the school but it is also determined by the role and the influence of parents in giving motivation and guidance to their children from the early childhood to throughout school years at home. Finally, based on the

5

Delores C. Pena, Parent Involvement: Influencing Factors and Implications, The Journal of Educational Research, Vol. 94, No. 1, 2000, p. 42.

6

Eva M. Pomerantz, et. al., The How, Whom and Why Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better, American Educational Research Assosiation, Vol. 77, No. 3, 2007, p. 376.

7

Evaries Rosita, Parents’ Role in Lighting a Fire, Jakarta Post, Ed. 3 June 2007, p. 23, col. 1.

background drawn, the researcher initiates to do the research about the relationship between parents’ involvement and the students’ English learning achievement in SMP Ibu Pertiwi.

B.

Identification of the Problems

Based on identification of the background drawn, the problems are identified as follow:

1. Students still have a low score and could not reach the school’s minimum standard criteria of English subject (65) at SMP Ibu Pertiwi;

2. Students who got a low score possibly get influenced by the factors which come beyond the students like parents;

3. Parents still have misinterpretation about responsibility of educating;

4. Parents still have limit understanding of getting involve in children’s academic lives;

5. Parents still do not realize that they have a big role in influencing student’s

learning achievement in school.

C.

Limitation of the Problem

As identifying the problems, one problem that is interested to be investigated is that the relationship between parents’ involvement and students’ learning achievement in English lesson at Eighth Grade students of SMP Ibu Pertiwi, Jakarta Barat.

D.

Formulation of the Study

After conducting the limitation of the problems, the research problem is formulated into “Is there any significant relationship between parents’ involvement and the students’ English learning achievement at 8th grade students of SMP Ibu Pertiwi Jakarta Barat?”

E.

Objective of the Study

The objectives of this research is to find out empirical evidence of whether or not there is any significant correlation between parents’ involvement and student’s English learning achievement at 8th grade students of SMP Ibu Pertiwi Jakarta Barat.

F.

Significance of the Study

The result of this research is expected to be an input for teachers, parents and students. By knowing and understanding the possibility of parents’ involvement which can influence students’ learning achievement, teachers are able to inform parents about students condition in the school and parents could give a proper feedback by giving more cares and supports toward their children’s academic lives. The writer also hopes this research will be useful for them who are interested in parents’ involvement as they can do deeper and better than this study.

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CHAPTER II

THEORETICAL FRAMEWORK

A.

Literature Review

This literature review presents the two topics. The first topic discussed about student’s English learning achievement comprising the definition of learning, students’ learning achievement, student’s English learning achievement in Indonesia and factors affecting student’s learning achievement. The second topic is considered about Parents’ role in students’ academic lives including parents involvement in education both home and school, and parents’ involvement in student’s English learning process.

1. Student’s English Learning Achievement a. Definition of Learning

Generally, learning is process which happens in a period of time and through many steps of activities. And as an impact, it will make someone change on certain aspect in his own self.

The lines are similar with Whittaker statement who defines learning as a process by which behavior originates or is altered through training or experience.1 Further, Spears said that learning is to observe, to read, to imitate, to try something themselves, to listen, and to follow direction.2

Further, Winkel defines learning as a relatively permanent change in behavior that occurs through experience while the pupil grows.3 The similar line is stated by Bower and Hilgard that “learning refers to the change in a subject’s behavior or behavior potential to a given situation brought about by the subjects repeated experience...”4

1

M. Alisuf Sabri, Psikologi Pendidikan, (Jakarta: Pedoman Ilmu Jaya, 1996), p. 55.

2

Ibid., p. 54.

3

W. S. Winkel, Psikologi Pengajaran, (Yogyakarta: Media Abadi, 2009), p. 18.

4

Gordon H. Bower and Ernest R Hilgard, Theories of Learning, 5th Ed., (New Jersey: Prentice Hall, Inc., 1981), p. 11.

Both definitions define that an alteration of learning is relatively stable. Through experience, students will learn that they need to study in order to do well on a test. A student who has ability will have successful experience and better change in behavior. In contrast, a student who has less ability may have unsuccessful experience and bad change of behavior.

In summing up, learning is process where the students’ alteration in behavior is depended on the ability of students’ experience and practices.

b. Definition of Student’s Learning Achievement

Generally, achievement refers to something that somebody got after accomplished it up to particular point of time. Besides, achievement in learning refers to the knowledge that students have learned up and usually is drawn by numeral or letter as a realization of achievement.

Similarly, Hornby states that achievement is a thing done successfully, especially with an effort and skill.5 Further, Gronlund defined achievement as “it is what a pupil has learned”6

and it is added with Nunnally statement that “achievement is how much students’ have learned up to particular point of time”.7

Additionally, Sukmadinata gives a specific meaning about students’ achievement. He said that achievement of students can be seen from mastering the subject that they have taken up. He also said that the achievement of students in their school is signed by numeral (0-10) or letter (A, B, C, D).8 On the other words, achievement can be drawn both by a numeral or letter as a realization of students’ achievement.

Moreover, achievement means all things the people obtain from his/her effort. But in education, achievement means the result of test design to determine

5

A. S. Hornby, Oxford Advanced Learner Dictionary, (Oxford: Oxford Universisty Press, 1995), p. 10.

6

Norman E. Gronlund, Mesurement and Evaluation in Teaching, (New York: Macmillan Publishing Co., Inc., 1976), p. 331.

7

Jum C. Nunnally, Educational Measurement and Evaluation, (New York: Mc-Graw Hill Book Company, 1964), p. 345.

8

Nana Syaodih, Sukmadinata, Landasan Psikologi Proses Pendidikan, (Bandung: PT Remaja Rosdakarya, 2007), p. 103.

a student’s mastery of a given academic area.9

Achievement is what a person has already learned. It means achievement is the child’s past learning that is his accumulated knowledge in a particular field.10 Further, the other definition of learning achievement is the extent to which a person has achieved something acquired certain information or mastered certain skills, usually as a result of specific instruction.11

Related to achievement, Jihad and Haris have quoted the definition of the achievement from experts’ opinion, and then they conclude that learning achievement is “pencapaian bentuk perubahan perilaku yang cenderung menetap dari ranah kognitif, afektif, dan psikomoris dari proses belajar yang dilakukan dalam waktu tertentu yang sesuai dengan tujuan pengajaran.”12 In addition to definition of learning achievement, some experts express their idea, as follows: 1) Romizowski says that learning achievement is outputs from an input process

systems, and

2) Sudjana states that learning achievement is one’s ability that he has after he got learning experience.

Furthermore, Sadker and Sadker express learning achievement as students’ actions that they have discipline minds and adhere to traditional moral and behavior. They demonstrate their competency in academic subjects or traditional skills through tests and writing.13 In conclusion, learning achievement is the result of students past learning after instructional process in harmony with the instructional objective in particular period of time.

9

Julian C. Stanley, Measurement in Today’s School, (New Jersey: Prentice Hall, 1964), p.2

10

Louis J. Karmel, Testing in Our Schools, (New York: The Macmillan Company, 1966), p. 38.

11

M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1996), p. 44.

12

Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, (Yogykarta: Multi Pressindo, 2008), p. 14-15.

13

Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society, (New York: Mc-Graw Hill, 2005), p. 330.

c. Student’s English Learning Achievement in Indonesia

English achievement is learner’s ability to use the target language.14 Similarly, Thornburry stated that English achievement is what learner has learned about target language – English, over a week, months, term or entire course. Moreover, English achievement is how much a foreign language that students know.15 Students have to struggle through a course or learning experience of some sort to achieve a certain amount of control of the language.

Beside those definitions, Huebener said that English achievement is the skills and the knowledge the pupils have acquired in each of the various phases of the language learning.16 Concluding some definitions about the English achievement, it is the students’ ability, skill, knowledge in English which they have acquired in particular time. In education, achievement is sign by scores, which may be taken from average of daily scores and final test where the test is used to measure the achievement and it is usually called achievement test.

In indonesia, students’ achievement has been describe at the rules of the minister of National Education-Peraturan Menteri Pendidikan Nasional-(Permendiknas) No. 22, 2007, about Education Assessment Standard- Standar Penilaian Pendidikan. It is explained at section 1 point 1: “Assessment of learning outcomes of students in primary and secondary education implemented based on the educational assessment standard that is applied nationally.”

To fulfill Education Assessment Standard, the students should reach the objectives of study from Based Competence-Kompetensi Dasar (KD) which is developed from Standard of Competence-Standar Kompetensi (SK). In English subject, SK and KD cover the attainment of four skills; listening, speaking, reading and writing as written on School-based Curriculum-Kurikulum Tingkat Satuan Pendidikan (KTSP). As the aims of English subject in Indonesia, student at secondary level are expected to have capabilities as described below:

14

Geof Brindley, Language Testing in the 1990s: The Communicative Legacy, ed. J. Charles Alderson and Brian North, (Hertfordshire: Macmillan, 1995), p. 154.

15

Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests,

9th Ed., (London: Longman, 1977) p. 369.

16

Theodore Huebener, How to Teach Foreign Language Effectively, 2nd Edition, (New York: New York University Press, 1969), p, 213.

1) To develop oral and written communicative competence to attain literacy functional level;

2) To have awareness of the nature and the importance of English to improve the nation’s competitiveness in the global community;

3) To develop students’ understanding of the interrelationship between nations and cultures.

Student „achievement reflects the attainment of KD. It can be measured by achievement test. Achievement test is “any test of acquired ability or skill, a typical example being a test of scholastic attainment.” It measure what a pupil has learned. Achievement testing plays major important role in the school program because it will show what the students have achieved at the past. The primary goal of achievement test is to find out the student’ past learning. Hence, it reflects past progress of the student.

The result of the achievement test should pass the Criteria of Minimum Learning Mastery-Kriteria Ketuntasan Minimum (KKM). It is used by the education unit as the standard of Graduated Competence-Standard Kompetensi Lulusan (SKL). Based on KTSP, every education unit or school has to determine their own KKM. In SMP Ibu Pertiwi, for instance, the score of KKM is 65 (sixty five). If the score of the students are under 65, they can take remedial test.

Moreover, the students’ achievement can be seen from the result of the achievement test administrated by the teacher during the learning process. The result is usually written in the student’s report card. The score in the student’s report card is the calculation of daily, middle and final test. Therefore, to know English achievement of the students at eighth grade SMP Ibu Pertiwi, the writer used the score of English subject that is in student’s report card.

d. Factors Affecting Student’s Achievement

There are a lot of factors that influence the achievement of student. Some factors that influence the student’s achievement are:

1) Internal factors in which includes physiology aspect and psychology aspect. a) Physiology aspect

Students’ physical condition is considered as one of factors that influence achievement. MuhibbinSyah states that “Kondisi jasmani siswa meliputi kebugaran fisiknya akan sangat memengaruhi kualitas ranah cipta (kognitif) sedangkan kondisi organ khusus seperti panca indera yang kurang baik dapat menimbulkan masalah dalam proses penyerapan informasi.”17 Therefore, the one who learn need to be in healthy condition or if they are not, teacher or parents should have more consideration and attention to the students or children.

b) Psychology aspect

In psychology aspect, intelligence degree is dominantly affecting students’ achievement. “Intelligence is regarded as a potential capacity. This potential capacity is probably a function of heredity, congenital development and growth. The growth of intelligence toward the potential capacity may be impeded by environmental stresses and strains or maybe accelerated by proper stimulation.”18

It is important to keep in mind that intelligence is complex and that individual have many kinds of abilities and strengths, not all of which are measured by traditional IQ tests. Many students whose academic performance has been weak have experienced considerable success in second or foreign language learning.19

Another important variable in learning is motivation. “Motivation involves the learners’ reasons for attempting to acquire the second language but precisely what creates motivation is the crux of the matter.”20 And the last

17

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, Edisi Revisi, (Bandung: PT. Remaja Rosdakarya, 2010), p. 130.

18

James, M. Sawrey, and Charles W. Tellford, Educational Psychology, 4th Ed., (Boston: Allyn and Bacon, 1973), p. 424.

19

Christopher N. Candlin and Neil Mercer, English Language Teaching in Its Social Context, (London: Routledege, 2001), p. 31.

20

Jane Arnold, Affect in Language Learning (ed.), (Cambridge: Cambridge University Press, 1999), p. 13.

variable in affecting achievement which is considered as psychology aspect is attitude, aptitude and interest.

2) External factor in which includes social and non-social environment.

Environment is one of the important components of instructional process because it can influence the students. Social environment consist of parents (family), teachers, and society (community).

Family is primary community for the children because it is primary educational environment. Children got their first education and counseling as they spend the entire of their time growing in the family. Additionally, parents and siblings can focus attention on one child and so opportunity for interested, motivated natural help is available covering considerable amounts of time. In conclusion, bad environment may cause stress for students and may influence students to have worst achievement.

3) Approach to learning including high, middle, and low approach learning. Beside internal and external factors, approach to learning also influence the learning process and students’ achievement. For example, students who apply deep learning approach may have better achievement than students who only apply surface or reproductive learning approach while they are studying.

Clearly, MuhibbinSyah shows a table of factors that influence students’ achievement.

Table 2.1

Factors that influence students’ achievement21 Ragam Faktor dan Elemennya

Internal Siswa Eksternal Siswa Pendekatan Belajar Siswa 1. Aspek Fisiologis:

a. Tonus jasmani b. Pancaindera 2. Aspek Psikologis

1. Lingkungan Sosial: a. Keluarga b. Guru dan staf c. Masyarakat

1. Pendekatan Tinggi a. Speculative b. Achieving 2. Pendekatan Sedang

21

a. Inteligensi b. Motivasi c. Minat d. Sikap e. Bakat

d. Teman

2. Lingkungan Non-sosial a. Rumah

b. Sekolah c. Peralatan d. Alam

a. Analytical b. Deep

3. Pendekatan Rendah a. Reproductive b. Surface

However, in this research, the researcher focused on parents as one of factors that is affecting students’ achievement.

2. Parents Role in Students’ Academic Lives

The child is born into family – his first socializing group and the most basic agency of socialization in all societies. The family is not only the first group to which he is exposed, but also is in many ways the most influential.22 It is in line with Robertson who states that one reason for importance of the family is that it has the main responsibility for socializing children in the crucial early years of life. The family is where children establish their first close emotional ties, learn or acquire language, and begin to internalize cultural norms and values.23

As the unit of society, the home sets the pattern for social development and adjustment to form the attitudes and behavior habits. A child’s physical, mental, and emotional potentialities reflect the physical, mental, and emotional characteristic of his parent. They are formed by the interaction between the child and the parent.24

a. Parents’ Involvement Based at Home and School

The term parents’ involvement is used broadly in this writing. It includes several different forms of participation in education. Parents get involved in their children’s education because one of their functions is giving education for their children.

22

Cole S. Brembeck, Social Foundations of Education: A Cross-cultural Approach, (New York: John Willey and Sons, Inc., 1967), p. 121

23

Ian Robertson, Sociology, (New York: Worth Publisher, Inc., 1978), p. 108.

24

The children’s education is primarily a concern of the family, not the society as stated on the law of Republic Indonesia, law 23 of the year 2002, article 26 about Child Protection. Parents obligate and assume responsibility for:

1) Nurturing, taking care, giving education and protecting the child; 2) Developing their child’s ability, talent and interest.

Parents’ involvement can be defined as a process that the parents use all their ability to develop their children potency.25 Parents obligate as positive habit former for strong foundation in informal education. By the habits parents show, the children will adapt and adopt their parents.26 This way, parents have important roles in developing their children’s potency.

Drawing on several diverse lines of theory and research, Grolnick and Slowiaczek cited on Pomerantz, et.al. journal article defined parents' involvement in children's schooling as parents' commitment of resources to the academic arena of children's lives. They make the broad distinction between involvement based at school and that based at home. The distinction is used because it is a closer one that may be used with ease by researchers, policy makers, educators, and parents. Moreover, the distinction between involvement on the school front and that on the home front is of import because the two may embody distinct ways that parents become involved in children's schooling, with distinct effects on children.27

School-based involvement represents practices on the part of parents that require their making actual contact with schools. Practices in this vein include, but are not limited to, being present at general school meetings, talking with teachers (e.g., attending parent-teacher conferences, initiating contact with teachers), attending school events (e.g., open houses, science fairs), and volunteering at school. Parents commonly become involved on the

25

Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, (Jakarta: Rineka Cipta, 2008), p. 124.

26

Abu Hamadi, op. cit., p.92.

27

Eva M. Pomerantz, et. al., The How, Whom and Why Parents’ Involvement in

Children’s Academic Lives: More Is Not Always Better, American Educational Research Assosiation, Vol. 77, No. 3, 2007, p. 373-410.

school front through their presence at general school meetings and parent-teacher conferences.

Parents' school-based involvement may also include involvement at a higher level, such as being a member of the school board and attending school board meetings. Epstein, on the journal article by Pomerantz, et.al., labeled this involvement in governance and advocacy, distinguishing it from school-based involvement at a lower level. The direct impact on children may be quite small, given the limited interactions parents and children may have in its context.

Home-based involvement represents parents' practices related to school that take place outside of school, usually, though not always, in the home. Such practices can be directly related to school, including assisting children with school-related tasks, such as homework (e.g., creating a quiet place for children to study, helping children in completing homework) and course selection, responding to children's academic endeavors (e.g., choices about the topic of a school project, performance on a test), and talking with children about academic issues (e.g., what happened in school, the value of doing well in school). Also characteristic of parents' home-based involvement is engaging children in intellectual activities (e.g., reading books with children, taking them to museums) that may not be directly related to school.

Parents' involvement on the home front may sometimes be tied to parents' involvement on the school front. For example, parents may use knowledge gained at parent-teacher conferences in assisting children with homework.

In conclusion, to make a clear explanation, the researcher used the table about parents’ involvement in education based at school and based at home as follow:

Figure 2.1 Parents Involvement

Adapted from Journal of Education Research International28 Parental Involvement

b. Parents’ Involvement in Student’s English Learning Process

Children acquire a large percentage of their language from their parents. The home environment is the dominate factor in shaping early language development for most children then for fulfilling this role, the home provides a natural setting.29 The type of language a child is exposed to in the home domain is a critical factor in determining that child’s proficiency in the language. According to Milner’s opinion which has been quoted by Gary N. Chamber, there is a model of attitudinal influence to which three processes contribute:30

1) Direct tuition from parents,

2) Indirect tuition, for instance, the attitudes of the parents are implicit in their behavior,

3) Role-learning, for instance, the behavior of the children reflects the behavior of those around them.

28

Valerie J. Schute, et. al., A Review of a Relationship between Parental Involvement

and Secondary School Students’ Academic Achievement, Journal of Education Research International, 2011, p. 3.

29

Rolland J. Van Hattum, Developmental Language Programming for the Retarded, (Boston: Allyn and Bacon, 1979), p.51.

30

Gary N. Chambers, Motivating Language Learners, (Clevedon: Multilingual Matters, 1999), p. 82.

Home _School

Discussing school activities

Aspiration and expectation

Parenting style

Reading at home

Checking homework

Home rules and supervision

Contacting school personnel

Attending PTO, etc.

Volunteering at school

Moreover, Milner stated that within the context of foreign language learning, the success of these three processes may depend largely on: (1) positive attitudes of parents to learning in general and language learning in particular; (2) the level of parent’s foreign language competence; and (3) their willingness to demonstrate this competence not only when helping with homework but also when in the company of native speakers of the target language.31

The influence of a parent’s view is possibly on the attitude which the pupil brings to the foreign language lesson. Astuti divided parents’ role on teaching and learning English as foreign language into32:

1) As motivator

The family is the primary and most important social source of motivation in the student. They largely reflected the attitudes and beliefs of their parents. It is within the family that the basic foundation of the social motivational system is laid down.33

Parental attitude toward foreign language learning and indeed learning in general may be influenced by educational, socio-economic, socio-cultural, ethnic and linguistic background. Learners with the most positive motivation toward learning foreign language tend to be integrative-oriented and to come from homes where parents have a basic integrative orientation in combination with pro-English attitudes.34

It is important to encourage the children. There is much that parents can do. They can actively demonstrate the value for learning. Parents also can congratulate the children for their success. Then, while they do not perform well in academic, parents should support them. This will help them to see how important to keep trying. This covers some involvement at home such as (a) aspiration and expectation and (b) parenting style.

31

Ibid., p. 83.

32

Sri Astuti, Language Proficiency Starts at Home, Jakarta Post, January 27, 2008, p. 29,

col. 1.

33

Sawrey, op. cit., p. 493.

34

2) As advocate in economy

One factor can influence instructional process is economy. Parent’s economy condition will affect the education and every economy status has different ways to educate the children.

To some, socioeconomic level is the major familial influence after heredity on intellectual functioning.35 Children coming from homes of higher socioeconomic status are not only have come from more brilliant parents initially but also have been provided better opportunities for development intellectually, physically, and emotionally. Not only favorable heredity but also a stimulating environment continues to favor intellectual growth.36

The higher socioeconomic family will easier to support the educational facilities at home. The facilities provided can help students to develop their English achievement.

3) As monitor

Parents can monitor their child’s academic achievement by giving attention on their student’s learning. They also should monitor homework given by teacher, out-of-school activities for example setting limits on television watching, and arranging for after school activities.

Gary N. Chambers stated that if pupils equate parental encouragement with the willingness and ability of their parent to offer and provide them with help to do their homework, it may be interesting to ascertain how many pupils perceive their parents as being in a position to provide assistance with foreign language homework.37 If the parents monitor and give assistance to their children, the children will have more awareness to get better in English achievement.

35

Lita Linzer Schwartz, Educational Psychology: Focus on the Learner, (Boston: Holbrook Press, 1972 ), p. 107.

36

Sawrey, op. cit., p. 621-622.

37

4) As model

As the home is the first classroom, the family members are the first teachers. The mother is the most important figure in this process but all family members contribute. If family members can understand that the child is receiving stimuli from his environment even though reaction may not be noted to signal this, they will be a more effective teacher.38 Some insight may be gleaned nevertheless from pupils’ thought on the encouragement they think their parents give.39

In foreign language learning, input is an essential component for learning. It provides the crucial evidence from which learners can form linguistic hypotheses.40

After getting input by hearing the surrounding, the children try to interact with the other people. Interaction facilities the process of acquiring a second language and foreign language as it provides learners with opportunities to receive modified input and to receive feedback, both explicitly and implicitly, which in turn may draw learners’ attention to problematic aspects of their inter language and push them to produce modified output.41 Interaction is important because it is in this context that learners receive information about the correctness and, more important, about the incorrectness of their utterances.

In theory, pupils who hear their parent and friends at home interesting in a foreign language with guests at home may have more appreciation of the usefulness of the target language than those who do not have this opportunity. The hypothesis of the research which has been done by Gary N. Chambers is pupils who hear the target language spoken at home and who claim to know

38

Van Hattum, op. cit., p. 55.

39

Chambers, op. cit., p. 84.

40

Susan M. Gass and Alison Mackey, Theories in Second Language Acquisition, ed. Bill VanPatten and Jessica Williams, (New Jersey: Lawrence Erlbaum Associates, 2007 ), p. 177.

41

people, who speak the target language as their mother- tongue, may be more aware of the usefulness of the target language.42

B.

Conceptual Framework

English which has been stated as a foreign language in Indonesia becomes one of important subject that is needed to be learned because it is examined in the National Final Examination in Indonesia. Students, parents, teachers and school are trying to improve and achieve good goals for examination. Thus, students’ English learning achievement also seems to be concerned.

Students’ learning achievement can be influenced by many factors either internal factors including physiology and psychology or external factors including social and nonsocial factor. All of the factors are allied to affect the students’ achievement and support each other.

Parents become one of the factors that influence students’ learning achievement because children’s education starts from home. That way, parents have a big role in making their children reach a good learning achievement especially in English lesson. Parents commonly involve in many aspect of their children’s’ life especially education. Parents’ involvement, in this research is divided into two ways of involvement; they are home-based and school-based.

Students whose parents get involved in their education hopefully will have encouragement to learn English. On the other words, it may be helpful if their home environment and their parents’ involvement in their education are good.

In conclusion, the students whose parents involve in their education may get a better score in English subject. And there will be a positive correlation between parents’ involvement and students’ English learning achievement.

42

C.

The Previous Related Study

The research about parents’ involvement and students’ academic achievement was done by Schute, et. al., Topor, et. al., Pomerantz, et. al., and Fitriah AB.

Firstly, the paper discussed by Schute, et. al. on the title “A Review of a Relationship between Parental Involvement and Secondary School Students’ Academic Achievement”. This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results firstly present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children’s schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of non-experimental research and the different effects of children’s versus parents’ perspectives on academic achievement.43

Secondly, the research that had done by Pomerantz, Moorman and Litwack with the title “The How, Whom and Why Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better”. The researchers aim to show that the factors beyond the extent of parents' involvement may be of import. In this article, the case study is made to know about the consideration of the how, whom, and why of parents' involvement in children's academic live is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become involved determines in large part the success of their involvement. It is argued as well that parents' involvement may matter more for some children than for others. Finally, the issue of why parents should become involved is also considered as a significant influence to children’s academic live.44

43

Schute, op. cit., p. 1-11.

44

Thirdly, the related research that the researcher chose is from Topor et. al. on the research “Parents Involvement and Student Academic Performance: A Multiple Mediational Analysis”. The research is about parent involvement in a child's education which is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance.45

The last is Fitriah AB, in her skripsi “The Correlation between Parents’ Involvement and Students’ English Achievement” (A correlational study at the eighth grade students of MTs Negeri Tangerang II Pamulang) aims to know the influence of parents’ involvement on students’ English achievement at the first semester of academic year 2008/2009 at MTsN II Pamulang. She conducted a correlational research by using quantitative descriptive. The techniques of collecting data are questionnaire, documentation, interview and observation. The finding of this study is that the influence of parents’ involvement is adequate on second grade students of MTsN II Pamulang. It is shown by the result of the research (0.402) which belongs to medium correlation. It means that their parents’

45

David R. Topor et. al. Parents Involvement and Student Academic Performance: A Multiple Mediational Analysis, J Prev Interv Community, 38(3), 2010, p. 183-197.

involvement as the monitor, as an advocate in economy, as the motivator and as the model is sufficient to support the students’ English achievement.46

However, of all four previous researches drawn, this study has four big differences from them. Firstly, this research used a quantitative approach employing correlational method to know the correlative calculation between the variables and so it differs this study from the previous study which mostly using a qualitative approach. Secondly, the parents’ involvement in this study was narrowed down into two kinds of involvement which are based at home and based at school as it was adapted and adopted from Schute’s journal article. Thirdly, neither academic performance nor academic achievement, the researcher tried to narrowed the study and only used a cognitive achievement from three academic achievements in the school -cognitive, affective and psychomotor, to specified the academic achievement. The last, the study was quite different from the research done by Fitriah AB because the researcher used more data -an open ended question about parents’ perception toward their contribution to their children’s academic achievement, to triangulate the correlative result.

In conclusion, the researcher had done more varied techniques and data to research the correlation between parents’ involvement and student’s English learning achievement to provide the readers deeper about this issue.

D.

The Research Descriptive Hypothesis

The influence of parents’ involvement to the cognitive achievement in English lesson should be about 75%-90% because parents’ have a very close related relationship to the students’ daily lives.

46

Fitriah AB, The Correlation between Parents’ Involvement and Students’ English Achievement (A correlational study at the eighth grade students of MTs Negeri Tangerang II Pamulang), UIN Jakata: 2009, Unpublished Skripsi.

24

A.

Place and Time of the Research

This study was conducted in Sekolah Menengah Pertama (SMP) Ibu Pertiwi. It is located at Jl. Let. Jend. S. Parman Kav. 69, Slipi, Jakarta Barat, DKI Jakarta. The research was carried out on 2 June 2014 to 11 June 2015.

B.

Research Design

This writer used quantitative research method in conducting this research. “Quantitative research is a type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, object manner.”1

It means the writer collected and analyzed the data statistically from the questionnaire distributed and students report book of second semester to find out the correlation between parents’ involvement and student’s English learning achievement.

Further, this research is categorized into correlative method. Gay stated that “correlational research involves collecting data in order to determine whether, and to what degree, a relationship exists between two or more quantifiable variables”.2 The correlative method used by the researcher is to describe and measure the degree of relationship between two or more variables or sets of score.

In this research, the two variables are independent variable and dependent variable. The independent variable (X) in this study is parents’ involvement while student’s English achievement will be dependent variable (Y).

1

John W. Creswell, Educational Research, (New Jersey: Pearson Prentice Hall, 2008), p.46

2

L. R. Gay, Educational Research: Competencies for Analysis and Application, 3rd Ed., (Ohio: Merril Publishing Company, 1987), p. 230.

C.

Research Population and Sample

1. Population

Arikunto states that “Population is all subjects of the research”.3In this research the population of the study is the whole students of eighth grade in SMP Ibu Pertiwi, in the academic year of 2014/2015. There are six classes in this school; each class has 35 students.

2. Sample

Sample is a representation of population which is observed. It means the subject of population. Sample can be taken between 10% -15% - 25% if the number of population is more than 100.4Besides, Gay stated that “The sample for a correlational study is selected using an acceptable sampling method, and 30 subjects are generally considered to be a minimally acceptable sample size”.5

Based on Gay’s line, in this research, the sample of the population is taken through purposive sampling. The 35 students in 8-C class were chosen for the sample of this research.

D.

Research Instrument

The data in this study was obtained by compiling and making to answer the research question. Two techniques of data collection were used as follow: 1. Questionnaire

The research instrument that is used in collecting the data is a questionnaire which is formulated and designed based on indicators of the variables of parents’ involvement in students achievement. The questionnaire about parents’ involvement of students is given to students consisting 35 items. In this case, it concerns about parents’ involvement in student achievement. The table is the blueprint of the questionnaire:

3

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: RinekaCipta,2006), p. 173.

4

Ibid., p.174.

5

Table 3.1

Indicators of Parents Involvement

No Indicator Item Number

1

Home

Discussing school activities 1, 2, 21, 33 2 Aspiration and expectation 3, 6, 22, 23

3 Parenting Style 4, 5, 24, 32

4 Reading at home 7, 8, 9, 26

5 Checking homework 10, 11, 25, 30

6 Home rules and supervision 12, 19, 20, 34 7

School

Contacting school personnel 13, 14, 18, 27

8 Attending PTO, etc. 15, 29, 31, 35

9 Volunteering at school 16, 17, 28

Total 35

The questionnaire in this study uses a Likert Type questionnaire which provided the students with four responses option Always (selalu), Often (sering), Sometimes (kadang-kadang), Never (tidak pernah). The degree of scale is described as follow:

Table 3.2

The Questionnaire Scoring

Scale Affirmative Statement Score Negative Statement Score

Always 4 1

Often 3 2

Sometimes 2 3

Never 1 4

The questionnaire is translated into Bahasa Indonesia. This is aimed to avoid the possibility of different perception in understanding the statement. Therefore, using Bahasa Indonesia in the statement will be useful for students to understand and answer the question.

a) Validity of Instrument

“Validity refers to the degree to which a test measures what it is supposed to measure and, consequently, permits appropriate interpretation of scores.”6

Validity test is very important in all forms of research because validity is the criteria of good instrument. In validating questionnaire, the researcher conducted the research in 8-A class of SMP Ibu Pertiwi, Jakarta Barat. The researcher got the standard coefficient validity minimum for this instrument with N = 35 and coefficient validity is 0.334. To see the validity instrument, the researcher use SPSS 20 to measure the validity of questionnaire.

In the questionnaire validity, the writer got 26 items from 35 items. The number of valid item are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 16, 23, 17, 19, 20, 22, 24, 26, 27, 28, 30, 31, 34 and 35. The items that the researcher used only 25 items which can be seen as below:

Table 3.3

Valid Items of Parents’ Involvement

No Indicator Item Number

1

Home

Discussing school activities 1, 2,

2 Aspiration and expectation 3, 6, 22

3 Parenting Style 4, 5, 24

4 Reading at home 7, 8, 9, 26

5 Checking homework 10, 11, 30

6 Home rules and supervision 19, 20, 34 7

School

Contacting school personnel 13, 27

8 Attending PTO, etc. 31, 35

9 Volunteering at school 16, 17, 28

Total 25

6

L. R. Gay, Geoffrey Mills and Peter Airasian, Educational Research, (New Jersey: Pearson Education Inc., 2009), p. 154.

b) Reliability of Instrument

“Reliability means that scores from an instrument are stable and consistent. Scores should be nearly the same when researchers administer the instrument multiple times at different times.”7

The researcher used SPSS 20 in order to know the reliability of questionnaire. The result can be seen as below:

Table 3.4

The Reliability of Questionnaire

The result shows that rresult= 0.932. In comparing to rtable with N=35 and 5% as significant level, that is rtable= 0.334, it can be concluded that the instrument is reliable because rresult > rtable= 0.932 > 0.334.

2. Documentation

The definition of achievement in this research is the result of what the students has learned. In this research, English learning achievement is taken from the scores that the students obtained in learning English after they have followed teaching-learning process in English subject at the school. Thus, the writer took the score from the report book of eighth grade students class C of SMP Ibu Pertiwi for second semester in academic year 2014/2015 to be analyzed.

E.

The Data Analysis Techniques

After getting data from the students in the questionnaire, the writer needs to analyze the data and correlate the questionnaire score and the students’ English achievement score.

In analyzing the data of the relationship between parents’ involvement and students’ English achievement, the researcher used correlation product moment

7

John W. Cresswell, Educational Research, (Boston, Pearson Education Inc., 2012), p. 159.

Reliability Statistics

Cronbach's Alpha N of Items

which developed by Carl Pearson.” Correlation product moment is used to show whether there is a correlation between X variable and Y variable”.8

Data operation technique is done through the steps below:

1) Finding the number of correlation using formula:

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

Note :

r = Coefficient of correlation between X variable and Y variable N = Number of respondents

∑XY = The sum of the multiplied of X and Y ∑X = The sum of X scores (parents’ involvement)

∑Y = The sum of Y scores (students’ English achievement) ∑X² = The sum of quadrate of each X scores

∑Y² = The sum of quadrate of each Y scores (∑X)² = The sum of the quadrate of ∑X scores (∑Y)² = The sum of the quadrate of ∑Y scores Significant critical value : 0.05 and 0.01

This formula is used in finding index correlation „r’ product moment between X variable and Y variable (rxy).

8

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 121.

2) After the r was found then the writer interpreted the correlation based on following level of correlation.

Table 3.5

The Level of Correlation9

Product Moment ( r ) Interpretation

0.00 – 0.199 Very Low Correlation

0.20 – 0.399 Low correlation

0.40 – 0.599 Moderate Correlation

0.60 – 0.799 High Correlation

0.80 – 1.000 Very High Correlation

3) To know the significance between two variables, the formula of the significance test is:10

√

√

Note:

= t value

r = value of correlation coefficient n = number of participants

F.

Statistical Hypotheses

To know whether there is any significant correlation or not between X variable and Y variable, the writer formulated Ha (Alternative Hypothesis) and Ho (Null Hypothesis) first as follows:

a) Alternative Hypothesis (Ha): there is significant correlation between X variable (parents’ involvement) and Y variable (students’ English learning achievement)

9

Sugiyono, Metode Penelitian Pendididkan: Pendekatan Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2013), p. 257.

10

b) Null Hypothesis (Ho): there is no significant correlation between X variable (parents’ involvement) and Y variable (students’ English learning achievement)

Some assumptions are as follows:

a) If the result of calculation rxy is smaller than rt (r table), rxy≤ rt; so the null hypothesis (Ho) is accepted (Ha is rejected).

b) If the result of calculation rxy is bigger than rt (t table), rxy≥ rt; so the null hypothesis (Ho) is rejected (Ha is accepted).

32

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

A.

Findings

1. The Description of the Data

Since it has been discussed in the previous chapter, the study used correlational study for investigating the case whether there is any significant relationship between parents’ involvement and student’s English learning achievement or not.

To figure out and get the data of the study, the writer adapted the indicator of parents’ involvement questionnaire that is designed by Schute et. al. The indicators are formulated into 35 items of question which is reduced into 25 items as a result of validity and reliability of the questionnaire. Further, the researcher used the score in the report book of eighth grade student’s English learning achievement in the second semester of academic year 2014-2015.

Additionally, the researcher conducted the research using questionnaire in 8-C in which consists of 35 students. Before the researcher did the research, she did the validity and reliability of questionnaire in 8-A. Then, the writer analyzed the data using Pearson Product Moment formula to know the relationship between variable X and Y.

a. The Data of Parents’ Involvement and Student’s English Learning Achievement

The statistical calculation of 35 parents’ involvement and student’s English learning achievement were calculated. The total parents’ involvement score is 2205 (see appendix 3) and student’s English learning achievement gets the total score 2553 (see appendix 3). The descriptive result of parents’ involvement and student’s English learning achievement score can be seen as follow:

1) The Highest Scores:

a) Parents’ Involvement : 80

b) Student’s English Learning Achievement : 93

2) The Lowest Scores:

a) Parents’ Involvement : 48

b) Student’s English Learning Achievement : 56

Furthermore, the mean score of parents’ involvement score is 63.0 with the standard deviation is 9.729. Meanwhile the mean score of student’s English learning achievement is 72.94 with 10.530 as its standard deviation.

By using SPSS 20, the writer got the summary as follows:

Table. 4.1

The Statistical Score of Parents’ Involvement (X) and Student’s English Learning Achievement (Y)

Parameter X Y

Minimum Score 48 56

Maximum Score 80 93

Std Deviation 9.729 10.530

Mean 63.00 72.94

Median 64.00 74.00

Mode 73 69

Sum 2205 2553

b. The Relationship between Parents’ Involvement and Student’s English Learning Achievement

To see how significance is the relationship between parents’ involvement and student’s English learning achievement, the researcher calculated it through Pearson Product moment formula. Before calculating the data, the descriptive score below are the results of X and Y scores:

N = 35

∑X = 2205

∑XY = 164308 ∑X2

= 142133 ∑Y2

= 189993

After the calculation of whole data from X and Y variables (see appendix 4), the next step is to insert the data from the table into the Pearson Product moment formula to find the correlation between X and Y variables as follow:

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

√

√

√

√

r

2. Analysis of the Data

To get the result of the correlation between parents’ involvement and student’s English learning achievement, the writer calculated the data through SPSS 20. The result from the program is shown below:

a. The Frequency of the Data

Table 4.2

The Frequency of Parents’ Involvement

Parents Involvement

Frequency Percent Valid Percent Cumulative Percent

Valid

48 3 8.6 8.6 8.6

50 2 5.7 5.7 14.3

51 2 5.7 5.7 20.0

53 1 2.9 2.9 22.9

56 2 5.7 5.7 28.6

57 2 5.7 5.7 34.3

59 2 5.7 5.7 40.0

60 2 5.7 5.7 45.7

64 2 5.7 5.7 51.4

65 3 8.6 8.6 60.0

67 2 5.7 5.7 65.7

68 2 5.7 5.7 71.4

72 2 5.7 5.7 77.1

73 4 11.4 11.4 88.6

76 1 2.9 2.9 91.4

78 1 2.9 2.9 94.3

79 1 2.9 2.9 97.1

80 1 2.9 2.9 100.0

Table 4.3

The Frequency of Student’s English Learning Achievement

Students English Learning Achievement

Frequency Percent Valid Percent Cumulative Percent

Valid

56 2 5.7 5.7 5.7

58 1 2.9 2.9 8.6

59 1 2.9 2.9 11.4

60 2 5.7 5.7 17.1

61 1 2.9 2.9 20.0

63 1 2.9 2.9 22.9

64 2 5.7 5.7 28.6

66 2 5.7 5.7 34.3

68 1 2.9 2.9 37.1

69 3 8.6 8.6 45.7

74 2 5.7 5.7 51.4

75 2 5.7 5.7 57.1

76 1 2.9 2.9 60.0

78 2 5.7 5.7 65.7

79 2 5.7 5.7 71.4

82 2 5.7 5.7 77.1

84 3 8.6 8.6 85.7

86 2 5.7 5.7 91.4

87 1 2.9 2.9 94.3

89 1 2.9 2.9 97.1

93 1 2.9 2.9 100.0

Total 35 100.0 100.0

b. The Histogram

Through histogram, the writer can see how the distribution of data is distributed as follow:

Figure 4.1

Parents’ Involvement

Figure 4.2

:

Nomor : Un.0 1/F. llKM.0l.3l2492l20l4 Lamp. :

-Hal

: Bimbingan Skripsi

Nama

NIM

Jurusan

Semester Judul Skripsi

Tembusan:

l.

DekanFITK

2.

Mahasiswa ybs.

Jakarta, 25 Agustus 2014

Kepada Yth.

l.

Drs Nasitudin Djalil, M.Ag.

2.

Maya Devianty, M.Pd. Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah

Jakarta.

Ass alamu' al aikum wr.wb.

Dengan

ini

diharapkan kesediaan Saudara

untuk

menjadi pembimbing VII

(materi/teknis) penulisan skripsi mahasiswa: Nurmaw'Izatillah

I I 10014000041

Pendidikan Bahasa Inggrs D( (sembilan)

The

Relationship

between

Parents'

Involvement

and

Students' English Learning Achievement

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal

4

luni 2014, abstraksi/oatline terlampir. Saudara dapat melakukan penrbahan redalsional pada judul te,rcebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi

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Was s al amu' alaihtm wr.wb.

n Bahasa Inggris

*t

KEMENTERIAN AGAMA UIN JAKARTA

FITK

Jl. k, H. Juanda No Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen

:

FITK-FR-AKD-081

Tgl.

Terbit :

1 Maret 2010 No.

Revisi: :

01

Hal 111

l:

ar

LIST

OF

REFERENCES

Name

:

NURMAW

IZATILLAH

NIM

:1110014000041

Title

:

THE

CORRELATIO-N BETWEEN PARENTS' INVOLVEMENT

AND STUDENTS' EIVGLISH

LEARNING

ACHIVEMENT

;,

r' '

No.

REFERENCES

Signature

Signature

A

Chapter

I

I

Lester D. Crow and

Alice

Crow,

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r

2

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Rosdakarya, 201 0),

p.

129.

f

3

Delores C. Pena, Parent Involvement:

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ofeducational

Research, VoL 94,

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42.

r

4

Eva

M.

Pomerantz, et. al., The How, Whom and Why Parents' Lnvolvement in Children's Academic Lives: More Is

Not

Always Better, American Educational

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B

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v

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gi

Pro ses P endidikan, (Bandung:

-*;

..,

('

t

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r

,r

6

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,{

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//

f

l0

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fr

/

ll

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/

r

t2

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,r

l3

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,f

t4

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l5

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t6

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I_l

i

t

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t7

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#

18

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/

r

t9

Geof Brindley, Lang;uageTesting in the

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I.

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r

20

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Syah, Psikologi Pendidikan

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/

f

21

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r

22

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r

23

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Y

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r

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F

28

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_{

29 Abu Hamadi, Sosiologi Pendidikan,

(Jakarta: Rineka Cipta, 2007), p. 92.

9

30

Eva

M.

Pomerantz, et.

al.jThe

How, Whom and Why Parents' Involvement

in

Children's Academic Lives: More Is

Not

Always Better, American Educational

Research Assosiation, Yol. 77, No. 3, 2007,

p.373-410.

3l

Valerie J. Schute, et. al.,

A

Review of a Relationship between Parental

Involvement and Secondary School Students' Academic Achievement,

Journal of Education Res earch

International, 2011, p. 3.

32

David R. Topor et.

al.

Parents

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A Multiple

Mediational

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33

Fitriah

AB,The Coruelation between

Parents' Involvement and Students' E ngl is h A c hiev eme nt

(A

conelational study at the eighth grade students of

MTs

Negeri Tangerang

II

Pamulang),

UIN

Jakata: 2009, Unpublished Skripsi.

C

Chapter

III

I

Suharsimi Arikunto, Prosedur Penelitian

Suatu P endekntan P rahe k, (Jakarta:

Rineka Cipta, 2006), p. I 30.

)

2

C. R.

Kothai,

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Method and Techniques, (New Delhi: New Age International (P) Ltd.,

Publishers, 2004), p. 61.

f

J

Budi Susetyo, Statistika untuk Analisis

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Aditama,20l0),

p.l2l.

I

ri

,a

i'

$

\--:J.

Advisor

I

NIP.

19560506 199003

I

002

Advisor

II

MaVa

Devianty. M.Pd.

NrP.

19801213 200901 2'005

\-lJ

\

r:

i

"r,

I

il

Sugiyono,Me t ode P e ne I it i an

P e ndididknn ; P endekntan Kuantitatif,

Kual

itatif

dan R&

D,

(Bandung: Alfabeta,

2013),p.257.

Eva

M.

Pomerantz, et.

al.i'TheHow,

Whom and Why Parents' Involvement

in

Children's Academic Lives: More Is

Not

Always Better, American

Mucational

Research Assosiation, Vol. 77, No. 3, 2007,

p.379.

Soemiarti Patrnonodewo, P

endidilan

A nak P rasekolah, (Jakarta, Rineka Cipta: 2008),

p.126.

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, Edisi Revisi, (Bandtrng: PT Remaja Rosdakarya, 2010),

p.134.