Parents' involvement and its influence on student English achievement : (a correlation study at MTSN Tangerang II Pamulang)

PARENTS’ INVOLVEMENT AND ITS INFLUENCE ON STUDENT

ENGLISH ACHIEVEMENT

(A Correlation Study at MTsN Tangerang II Pamulang)

A “Skripsi’

Presented to Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of Strata- 1 (S-1)

By:

Fitriah AB

104014000364

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009

ABSTRACT

AB, Fitriah, Parents’ Involvement and Its Influence on Student English Achievement, 2009.

Education takes place not only in school but also at home. Parents are the first educators who provide educational milieu for their children. The children also acquire their first language from them. Parent can provide environmental input for gaining their children’s language – first language, second language or foreign language. When the children learn new language, parent can advocate, motivate, show their interest in the language, be model to master it, or join in fun together with their children in learning the language.

The aims of the research are to know the influence of parents’ involvement on student English achievement in Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

In doing the research, the writer applies the correlation technique to know the influence parent’s involvement on student English achievement. In this quantitative research, data are collected by using questionnaire, documentation, interview and observation.

After doing the research, the writer finds that the influence of parents’ involvement is adequate on second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang English achievement. It is showed by the result of the research (0,402). It belongs to medium correlation. It means that their parents’ involvement as the motivator, as the advocate in economy, as the monitor, and as the model is sufficient to support the students’ English achievement.

After getting the result of the research, the writer can conclude that parents’ involvement as motivator, as advocate in economy, as monitor, and as model is adequate to support the students’ English achievement. Based on the result of the research, the writer gives suggestions, as follows (1) Parents should improve their engagement in their children’s academic, because it can support the children’s academic success, (2) Parents should realize that they are first educators who provides educational milieu for their children, (3) Teachers have to be aware giving an assignment to students in order to increase their parents’ involvement especially as motivator, as advocate in economy, as monitor and as model, and (4) School should organize a meeting program with parents to discuss about the students’ development in learning.

ABSTRAK

AB, Fitriah, Keterlibatan Orang Tua dan Pengaruhnya terhadap Prestasi Belajar Bahasa Inggris Siswa, 2009.

Kata kunci: Prestasi Belajar Bahasa Inggris, Keterlibatan Orang Tua

Pendidikan tidak hanya terjadi di sekolah tetapi juga terjadi di rumah Orang tua sebagai pendidik pertama yang menciptakan lingkungan pendidikan bagi anak mereka. Anak juga mendapatkan bahasa pertama dari orang tua mereka. Orang tua menyediakan input kebahasaan untuk meningkatkan kemampuan berbahasa mereka. Saat seorang anak mempelajari bahasa yang baru, orang tua dapat mendukung, memotivasi, menunjukkan minat mereka terhadap bahasa, menjadi contoh dan teladan, atau bersama-sama dengan anak mereka mempelajari bahasa baru tersebut.

Tujuan penelitian ini adalah untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa di Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

Dalam melakukan penelitian, teknik korelasi digunakan untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa. Data yang dikumpulkan untuk penelitian kuantitatif ini diperoleh dengan menggunakan kuesioner, dokumentasi, wawancara, dan observasi.

Pengaruh orang tua terhadap prestasi belajar bahasa Inggris siswa kelas dua Madrasah Tsanawiyah Negeri Tangerang II Pamulang cukup memadai. Ini ditunjukkan dengan hasil penelitian yaitu 0,402. Hasil ini termasuk dalam tingkat korelasi yang cukup atau sedang. Ini membuktikan bahwa peran orang tua sebagai pemberi motivasi, pendukung secara finansial, pemantau belajar, dan sebagai contoh dalam belajar bahasa Inggris cukup memadai untuk mendukung prestasi belajar bahasa Inggris siswa.

Setelah mendapatkan hasil penelitian, penulis dapat menyimpulkan bahwa peran orang tua sebagai pemberi motivasi, pendukung secara finansial, pemantau belajar, dan sebagai contoh dalam belajar bahasa Inggris cukup memadai untuk mendukung prestasi belajar bahasa Inggris siswa. Berdasarkan hasil penelitian tersebut, ada beberapa saran yaitu (1) Orang tua harus memperbaiki keterlibatan mereka dalam pendidikan anak mereka, karena ini dapat mendukung keberhasilan anak dalam pendidikan, (2) Orang tua harus menyadari bahwa mereka adalah pendidik pertama yang menciptakan lingkungan pendidikan bagi anak, (3) Guru harus menyadari untuk memberi tugas kepada siswa yang meningkatkan keterlibatan orang tua, dan (4) Sekolah harus merancang pertemuan dengan orang tua untuk membicarakan tentang perkembangan belajar anak mereka.

ACKNOWLEDGMENT

All praise be to Allah, Lord of the worlds. Because of His blessing, the writer is able to complete this ‘Skripsi’. Peace and blessing be upon Prophet Muhammad, his family, his relatives, and his followers.

This ‘Skripsi’ is presented to the English Education Department, the Faculty of Tarbiyah and Teachers’ Training in State Islamic University Jakarta as a partial fulfillment of the requirements of the Degree of Strata-1 (S-1).

This skripsi can be finished because of her beloved parents, Abbas Sas and Sa’idah, who have been getting involved in the writer’s life especially in education, and also her sisters, Nur’aini and Raudhatul Jannah for their support.

Many people help to do this skripsi. Without their help, it is hard to finish it. In this opportunity, the writer would like to give her sincere gratitude, especially to Drs. Nasrun Mahmud, M.Pd., as the advisor who has given his time and guidance for the writer and has forced to finish this ‘Skripsi’, to all her lecturers who have given their knowledge, to Drs. M. Syauki, M.Pd. as the head of English Department, to Neneng Sunengsih S.Pd. as secretary of English Department. Then, her gratitude also goes to Prof. Dr. H. Dede Rosyada, M.A., as the Dean of Tarbiyah and Teachers’ Training Faculty, and to MTsN Tangerang II Pamulang, where the research has been done.

The writer would also like to refer her gratitude for all of her classmates (2004), either class A, B, or C, especially for Tri Wahyuni Martiawati, Dawi Anjani, Asep Mutaqin Abror, Siti Mariam, Irwan Kurniawan, and Alber Oki, for her roommates, Mia Ma’rifatul Aini, Yayah Kudsiyah, Rahil Aprilian, Ade Laili Akhiliyah, Rizka Khoerinnisa and Musrifatul Khariyah for the best help that they have given, for her uncles and aunts who always force and give attention to finish the ‘Skripsi’, and for the best friend, Humaidi, Mar Zannah and Siti Subaidah for giving more spirit to finish the ‘Skripsi’.

Finally, the writer realizes that ‘Skripsi’ is not perfect yet; it is a pleasure for her to receive criticism and suggestions from the readers especially teachers and parents to improve this ‘Skripsi’ to

be better. The writer also hopes the ‘Skripsi’ can be useful for the teachers, parents, and people who are interested in English education.

Jakarta, February 20th 2009

TABLE OF CONTENTS

ABSTRACT ... v

ABSTRAK... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. Limitation and Formulation of the Problem ... 5

C. Significance of the Study... 5

D. Organization the Skripsi ... 6

CHAPTER II : THEORETICAL FRAMEWORK... 7

A. English Achievement ... 7

1. Achievement ... 7

2. Achievement Test... 10

3. Factors Affecting the Achievement... 11

B. Parents’ Roles in Students Education... 16

1. Parents’ Involvement in Education ... 17

2. Parents’ Involvement in Teaching and Learning English as Foreign Language 19 C. Conceptual Frame ... 25

D. The Hypothesis ... 26

CHAPTER III : MADRASAH TSANAWIYAH NEGERI II PAMULANG PROFILE 27 A. School Identity ... 27

B. Brief History ... 27

C. Vision, Mission, and Motto ... 29

D. Facilities ... 29

E. Structure of Organization ... 31

F. Teachers, Staff and Students... 32

CHAPTER III : RESEARCH METHODOLOGY AND FINDING ... 35

A. Research Methodology... 35

2. Time and Location... 35

3. Method of the Research ... 36

4. Population and Sample ... 36

5. Technique of Collecting the Data... 37

6. Techniques of Data Analysis ... 39

B. Research Finding... 40

1. Data Description... 40

2. Data Analysis ... 45

3. Test of Hypothesis and Interpretation of Data Analysis... 48

CHAPTER IV : CONCLUSION AND SUGGESTION ... 51

A. Conclusion ... 51

B. Suggestion... 52

BIBLIOGRAPHY ... 53

LIST OF TABLES

Table 1 Facilities in MTsN Tangerang II Pamulang... 30

Table 2 Teachers’ Condition in MTsN Tangerang II Pamulang ... 32

Table 3 Staffs’ Condition in MTsN Tangerang II Pamulang ... 33

Table 4 Students’ Development... 34

Table 5 The Distribution of Students ... 37

Table 6 Indicator of Parents’ Involvement ... 38

Table 7 Score of Questionnaire Answer... 39

Table 8 Questionnaire Result about Parents’ Involvement ... 40

Table 9 Students’ English Achievement ... 43

Table 10 The Correlation between Parents’ Involvement and Students’ English Achievement ... 45

LIST OF FIGURES

Figure 1 Initial Brainstorming on Motivation... 14 Figure 2 The Socio-educational Model ... 20 Figure 3 Structure of Organization... 31

CHAPTER I

INTRODUCTION

E.

Background of the Study

Language is a means we use to communicate with each other. It helps people to learn about and share the experiences of others. It is also used as a medium to apply all of the knowledge that people have gained from one moment to the next. With the aid of language, people are able to learn culture and then enter the life of the society. Without language they would only in a very limited way be able to deal with our environment.

Language learning is important for human’s social development. As a language which is used by more than a half of population in the world, English holds the key as an international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development. Therefore students need to understand and use English to improve their confidence to face global competition.

Many factors affect the student’s English achievement. Intelligence is not the only determinant of academic achievement. The other factors such as motivation, teacher, learning style, environment, and parents’ involvement can influence the achievement.

Environment is an educational component, which has big influence on instructional process and instructional product1. It is a place where students live and interact to each other in social life. It gives environmental input for gaining the students language –first language, second language or foreign language.

As a unit of society, family is the primary social system for children, because parents are the children’s first teachers who become most influential teachers. They naturally become teachers for their children. Lester D. Crow and Alice Crow said2, “The child in the home is the recipient of whatever constructive or destructive influences may result from the interrelations of his home with the social order into which he or she has been born”. Many things children learn first from his parent. Children spontaneously imitate their parents’ language. In this way they acquire their first language.

1

Madyo Ekosusilo and R. B. Kasihadi, Dasar-dasar Pendidikan, (Jakarta: Rineka Cipta,1992) p.51 2

Lester D. Crow and Alice Crow, Introduction to Education (Fundamental Principles and Modern Practices), (New York: American Book Company, 1960) p.453

After acquiring the first language, children learn second language and foreign language at home or outside. In Indonesia, Indonesian language is as second language and English is considered the first foreign language. They are taught as a timetabled subject in school.

Since Indonesia is as a non-English environment, many people cannot speak English. Children can speak it outside of school only in limited way. It can limit the students’ input to gain their English skills and their competences.

In TEFL (Teaching English as Foreign Language) parents can help teacher. Parents can advocate their children in learning a new language, can be a model for their children for mastering of the language, can join in the fun and can learn with their children to learn the language, or can show their interest in their children’s language lessons and their development.

Related to English language proficiency, Sri Astuti 3 explained that it is not enough to preach to children to like their language lessons at school. Parents have to display their interest in their children’s language lessons and their development. If their children are learning a new language, parents can join in the fun and learn with him or her. Parents can also be a model for their children to be a master of a language. No one would be more ideal for this role of setting the standard for the type and sophistication level of the learned language than children’s own parents. If parents want their children to be able to speak English well, parents should speak correct English themselves because a child can be a very adept imitator of it surroundings. Parents can inspire their children sense of love and respect toward a language by showing the language plays an important part in their life or applying it in their environment. They can immerse themselves and their environment with things such as reading a book and watching a movie that use language at its best. Good books, high quality movies or TV programs, engaging and relevant conversation, bed-time stories, songs and poetry sung to both entertain and educate children are some of the things that parents can provide for their children to develop this love and respect for the role of language. More importantly, parents need to show that they are fond of these things. 4

When parents do aforementioned things, it serves more than just as an inspiration of love for language, but also as a stimulus for their children’s language development. In order for children to be proficient in any language, they have to be immersed with the language as much as possible, from as early an age as possible. It is necessary for them to be spoken to, sung to, read to, for them to be given as much interesting, meaningful and relevant input as possible. 5

3

Sri Astuti., “Language Proficiency Starts at Home,” Jakarta Post, 27 Jan. 2008. p.29, col. 1 4

Sri Astuti., “Language Proficiency Starts at Home,”….p.29, col. 1

5

In addition they can support their children in learning new language by giving informal English language instruction such as English language course, private course, or other institution. Sending their children to informal English language instruction, parents have expectation that their children get English skills and competences. Attending informal institution, children can improve their language skills and can develop their ability. Many informal institutions offer various program to learn new language for their students from basic to advanced level. However, it is not enough because the children also need their parents to help their education.

Parents need to be involved in their children’s education not only during early childhood, but also throughout the school years. Parents are also essential in supporting learning at home, at school, and in the community. According to Evaries Rosita’s opinion6, “It is important for parents to know that education takes place not only in school but also at home.”

Educational responsibility is on parents. Nowadays parents have misinterpretation about education Parent’s responsibility to educate their children is mostly taken by formal and non-formal educational institution or it may be taken all. It makes parent’s control weaken and schools lessen parent’s authority on their children. Most of them thought their responsibility has been given to the school. They do not realize that education takes place at home, in school, and in the community. Moreover, Evaries Rosita wrote:

Parents’ role in their children academic success cannot be underestimated. Parental help should be seen as a powerful force that can assist children in knowing and then developing their potential. Lamentably, parental involvement in the education of children seems not to be considered a top priority. This is especially true when parents are engaged in their everyday business. Being preoccupied with daily routine, parents often don’t have sufficient time to spend on regularly monitoring their children’s academic achievement.

Based on the above background, the writer is eager to hold a research under the title

“PARENTS’ INVOLVEMENT AND ITS INFLUENCE ON STUDENT ENGLISH ACHIEVEMENT (A Correlation Study at Madrasah Tsanawiyah Negeri Tangerang II Pamulang)”.

F.

Limitation and Formulation of the Problem

To avoid misunderstanding and to clarify the problems, it is important to set some limitation of the problems. The research is focused on parents’ involvement in learning English as motivator,

6

advocate in economy, monitor, and model. The writer will also limit this problem of the discussion on the student English achievement in the odd semester in second grade of Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

The formulation of the problem in this writing is “Is (there) the influence of parents’ involvement on student English achievement?”

G.

Significance of the Study

The result of this research is expected to be an input for parents and teachers in gaining parents’ involvement on student English achievement. Parents and teachers should know that there are some factors affecting the achievement. One of the factors is environment condition. Parents can provide a learning condition to support their children’s in learning English. The writer hopes this will be useful for them who are interested in parents’ involvement and the research also will enrich and improve their knowledge and skill.

H.

Organization the Skripsi

This skripsi consists of five chapters and each chapter has some sub-chapters, as follows: The first chapter is introduction, which consists of four parts: background of the study, limitation and formulation of the problem, significance of the study, and organization of the ‘skripsi’.

The second chapter will be focused on the discussion of theoretical framework. It is divided into four parts: English achievement, parents’ role on students education, conceptual frame and hypothesis.

The third chapter is encompassed about Madrasah Tsanawiyah Negeri Tangerang II Pamulang profile.

The fourth chapter is research methodology and research finding. Research methodology discusses objective of the research, time and location, method of the research, population and sample, technique of collecting the data and technique of data analysis. Research finding explains about data description, data analysis, and test of hypothesis and interpretation of data analysis.

The last chapter consists of two parts: conclusion and suggestion. The conclusion here is taken from the evaluation above in chapter four and the suggestion based on the result of research.

CHAPTER II

THEORETICAL FRAMEWORK

E.

English Achievement

4. Achievement

In general, achievement means all things that people obtain from his/her effort. But in education, achievement means the result of tests designed to determine a student’s mastery of a given academic area.7

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.8

In dictionary of education9, achievement is defined as accomplishment or proficiency of performance in a given skill or body of knowledge, while academic achievement is knowledge attained or skills developed in the school subject, usually designated by test scores or by marks assigned by teachers, or by both.

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.10

Another idea about learning achievement is expressed by Jum C. Nunnally. Learning achievement is how much students a count of lessons that students have learned up to a particular point in time.11 It means that achievement is an amount of lessons that the students have got through an instructional process in the particular class for several times.

Achievement, in Theodore Huebener’s opinion, is the amount that has been learned. The achievement is also defined as the pupil’s degree of mastery of a given section of a textbook.12

7

Julian C. Stanley, Measurement in Today’s Schools, (New Jersey: Practice Hall, 1964), p. 2 8

Louis J. Karmel, Testing in Our Schools, (New York: The Macmillan, 1966), p.38 9

Carter Victor Good and Winifred R. Merkel (ed), Dictionary of Education, (New York: McGraw-Hill Book, 1973), p.7

10

M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1994), p. 44 11

Jum C. Nunnally, Educational Measurement and Evaluation, (New York: McGraw-Hill, 1964), p. 172

12

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

Related to achievement, Asep Jihad and Abdul Haris have quoted the definitions of the achievement from experts’ opinion13, and then they conclude that learning achievement is “pencapaian bentuk perubahan perilaku yang cenderung menetap dari ranah kognitif, afektif, dan psikomotoris dari proses belajar yang dilakukan dalam waktu tertentu yang sesuai dengan tujuan pengajaran (the change of the attitude in cognitive, affective, and psychomotoric after instructional process that the students have done in particular time and it based the objective of teaching and learning activities).

In addition to definition of learning achievement, some experts express his idea, as follows14:

1) J. Romizowski says that learning achievement is outputs from an input process system. 2) Nana Sudjana: Learning achievement is one’s ability that he has after he got learning

experience.

Furthermore Myra Pollack Sadker and David Miller Sadker express learning achievement is student’s actions that they have disciplined minds and adhere to traditional morals and behavior. They demonstrate their competency in academic subjects or traditional skills through tests and writings.15

Based on the concepts above, they can be concluded that learning achievement is the result of student’s past learning after instructional process in harmony with the instructional objective in particular period of time.

After explanation of definition of the achievements above, it can be stated that English achievement is learners’ ability to use the target language (English).16 It means the students have achieved the skill and knowledge in using target language- English.

According to Scott Thornburry, English achievement is what learners have learned about target language – English, over a week, month, term or entire course. 17

13

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

Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, …, p. 14

15

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

16

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

Moreover, English achievement is how much of a foreign language (English) a student knows.18 Students have to struggle through a course or a learning experience of some sort to achieve a certain amount of control of the language.

Besides those definitions, Theodore Huebener says that English achievement is the skills and the knowledge the pupils have acquired in each of the various phases of the language learning.19

Some definitions about the English achievement, the writer takes a conclusion that English achievement is the student’s ability, skill, and knowledge in English which they have acquired or learned in particular time.

In education, achievement is signed by scores, which may be taken from the average of daily scores and from final tests. Test is used to measure the achievement. Such test is usually called achievement test.

5. Achievement Test

To measure how much of a foreign language a student knows, the test which is used is called achievement test. The test makes reference to the fact that students have to struggle through a course or a learning experience of some sort to achieve a certain amount of control of the language.20

The main uses of achievement testing are21:

a. Progress tests – to see how students are getting on in a course;

b. End of course tests – to see how well students have learnt what the course set out to teach them;

c. Course evaluation – to see where the course is more or less successful.

17

Scott Thornburry, An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching, (Oxford: Macmillan, 2006), p. 3

18

Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests, 9th ed., (London: Longman, 1977), p. 369

19

Theodore Huebener, How to Teach Foreign Languages Effectively, …, p.212 20

Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests,…, p. 369 21 _{Julian Edge, Essentials of English Language Teaching, (London: Longman, 1999), p.123}

Therefore Jum C. Nunnally stated that the purpose of achievement test is to measure progress in school up to a particular point in time22.

In teaching English, the test indicates overall language gains. In order to determine the extent to which the learner has attained particular course objectives, various other forms of continuous assessment may be used, including observation, verbal feedback from the teacher or others, teacher constructed tests, self-rating scales, learner self reports, teacher or learner diaries, and videotaped or audiotaped samples of learners’ work.23

6. Factors Affecting the Achievement

There are a lot of factors that influence the achievement of student. Some factors that influence the student’s achievement are24:

1) Intelligence degree: this factor is dominant in affecting the result of students’ achievement.

2) Motivation: this factor also has huge influence in affecting students’ achievement. 3) Physical conditions

4) Environment condition

a. Intelligence

Individual characteristics of learners may be directly or indirectly related to achievement in foreign language learning. According to Steven H. McDonough25, one of the characteristics is intelligence. Intelligence manifests itself in terms of how an individual behaves in his society26.

The term ‘intelligence’ has traditionally been used to refer to performance on certain kinds of tests27. Intelligence, especially as measured by verbal IQ tests, may be a strong

22

Jum C. Nunnally, Educational Measurement and Evaluation, …, p. 169 23

Geoff Brindley, Language Testing in the 1990s: the Communicative Laegacy,…, p. 154 24

Syaiful Bahri Djamarah, Psikologi Belajar, (Jakarta: Rineka Cipta, 2008), p. 175-205 25

Steven H. McDonough, Psychology in Foreign Language Teaching, (London: George Allen and Unwin,1981), p.125

26

James M. Sawrey and Charles W. Telford, Educational Psychology, 4th ed., (Boston: Allyn and Bacon, 1973), p. 607

27

Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social Context, Ed. Christopher N. Candlin and Neil Mercer, (London: Routledge, 2001), p. 31

factor when it comes to learning which involves language analysis and rule learning, intelligence may play a less important role in classrooms where the instruction focuses more on communication and interaction28.

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 may be accelerated by proper stimulation. 29

It is important to keep in mind that intelligence is complex and that individuals 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.30

b. Motivation

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals.31 Motivation is actually a cluster of factors that energize behaviour and give it direction32.

Motivation involves the learner’s reasons for attempting to acquire the second language, but precisely what creates motivation is the crux of the matter.33

Related to motivation in learning, Gary Chambers has described as a figure follows:

28

Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social Context, …, p. 31 29

James M. Sawrey and Charles W. Telford, Educational Psychology, … , p. 608 30

Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social Context, …, p. 31 31

James M. Sawrey and Charles W. Telford, Educational Psychology, … , p. 517-518 32

Jane Arnold (ed), Affect in Language Learning, (Cambridge: Cambridge University Press, 1999), p.13 33 _{Jane Arnold (ed), Affect in Language Learning, … , p.13}

Figure 1. Initial brainstorming on ‘motivation’34

The figure above shows that motivation may be enhanced by various conditions. It can be from methodology, teacher, needs, and learning environment.

One factor which often affects motivation is the social dynamic or power relationship between the languages.35 Positive attitudes and motivation are related to success in second and foreign language learning. Motivation in second or foreign language learning is a complex phenomenon which can be defined on terms of two factors: learners’ communicative needs and their attitudes towards the second or foreign language community.36

c. Physical conditions

Physical conditions are part of all learning. Healthy five senses will support teaching learning process. Student’s health affects their sensory-motor functioning37. Sometimes students with sight problem, hearing problem, malnutrition, etc can influence the student’s

34

Gary N. Chambers, Motivating Language Learners, (Clevedon: Multilingual Matters, 1999), p. 14 35

Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social Context, …, p.34 36

Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social Context, …, p.33 37

achievement. A student has headache, fever, stomachache, or some injury needs immediate consideration because it can disturb the instructional process.

d. Environment condition

Environment is one of the important components of instructional process because it can influence the students. A learner lives in a complex learning situation that may be divided into three parts: the social environment, the physical environment, and the cultural environment. Parts of the social world, the physical world, and the cultural world are selected to become stimuli to the learner38.

Educational environment is defined as the emotional, physical, and intellectual climate that is set up by the teacher and students to contribute to wholesome learning situation39. It has to support the instructional process. Educational milieus comprise of family (parent and sibling), school and community.

As one of tripartite education40, family is primary community for the children. Family is the first and primary educational environment for the child. It becomes the first educational environment because the child got his education and counseling for the first time. The family is also as primary educational environment because the child spends most of his time in a family.41 Additionally, the parents and siblings can focus attention on one child and so opportunity for interested, motivated, natural help is available covering considerable amounts of time.42

Bad environment may cause stress for students. In many cases students with bad environment may have worst achievement than students with good environment.

38

David Ray Stone and Elwin C. Nielsen, Educatonal Psychology: The Development of Teaching Skills, ( New York: Harper & Row, 1982), p. 15

39

Carter Victor Good and Winifred R. Merkel (ed), Dictionary of Education,…, p.214 40

This term is used by Ki Hadjar Dewantara to deal with three educational institutions (“Tripusat Pendidikan”). They are family, school, and community.

41

M. Alisuf Sabri, Pengantar Ilmu Pendidikan, (Jakarta: UIN Jakarta Press, 200), p. 23

42

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

F.

Parents’ Role in Students Education

The child is born into a family – his first socializing group and the most basic agency of socialization in all societies. The family not only is the first group to which he is exposed, but also is in many ways the most influential.43 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/ acquire language, and begin to internalize cultural norms and values.44

As the unit of the society, the home sets the pattern for social development and adjustment to form the attitudes and behaviour habits. A child’s physical, mental, and emotional potentialities reflect the physical, mental, and emotional characteristics of his parent. They are formed by the interaction between the child and the parent45.

1. Parents’ Involvement in Education

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

The children’s education is primarily a concern of the family, not the society. Based on Republic of Indonesia law 23 of the year 2002 on Child Protection article 26:

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.

Then, in Republic of Indonesia law 20 of the year 2003 on National Education System article 7:

Parents’ Authority and Obligation

43

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

44

Ian Robertson, Sociology, (New York: Worth Publishers, Inc., 1978), p.108 45

Lester D. Crow and Alice Crow, Introduction to Education (Fundamental Principles and Modern Practices), (New York: American Book Company, 1960) p.453

1) Parents have authority in choosing school and get information about their children development.

2) Parents who have learning-aged children obligate to give basis education to their children.

Talking about parents involvement, it can be defined as a process that the parents use all their ability to develop their children’s potency.46 Parents obligate as positive habit former for strong foundation in informal education. With the habits, the children will adapt and will adopt their parents.47 Then parents have important role in developing children potency.

Parents can support their children’s schooling by attending school functions and responding to school obligations, for example: parents-teacher conferences. They can become more involved in helping in their children improve their schoolwork by providing encouragement, arranging for appropriate study time and space, modelling desired behaviour such as reading for pleasure, monitoring homework, and actively tutoring their children at home.48

Outside the home, parents can serve as advocates for the school. They can volunteer to help out with school activities or work in the classroom. Or they can take an active role in the governance and decision making necessary for planning, developing, and providing an education for the community’s children.

In this respect, parents play a crucial role as a tutor, counselor, facilitator, and character builder at home, an advocate in school and supporter in academic competition. These mixed roles exert considerable influence in shaping not only children’s intellectual talents or potential, but also their psychological, social and emotional maturity.49

The kinds of parents involvement are parents-teacher conferences, homework assistance/ tutoring, establishing a daily family routine, and home educational enrichment.

46

Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, (Jakarta: Rineka Cipta, 2003), p. 124 47

Ary H. Gunawan, Sosiologi Pendidikan: Suatu Analisis Sosiologi Tentang Pelbagai Problem Pendidikan, (Jakarta: Rineka Cipta, 2000), p.49

48

http://www.nwrel.org/scpd/sirs/3/cu6/html

49

While Soemiarti Patmonodewo, who has quoted from Morrison, said that parents’ involvements in education are50:

Task oriented – parents help their children do homework

Process oriented – parents choose proper textbook for their children

Development oriented – parents develop their children’s potency

2. Parents’ Involvement in Teaching and Learning English as Foreign Language

Children acquire a large percentage of their language from their parents. The home environment is the dominant factor in shaping early language development for most children and then for fulfilling this role the home provides a natural setting51. 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. Chambers52, there is a model of attitudinal influence to which three processes contribute:

a) Direct tuition from parents

b) Indirect tuition, i.e. the attitudes of the parents are implicit in their behaviour

c) Role-learning, i.e. the behaviour of the children reflects the behaviour of those around them.

Moreover, Milner 53stated 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.

50

Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, ..., p. 125 51

Rolland J. Van Hattum, Developmental Language Programming for the Retarded, …, p. 51 52

Gary N. Chambers, Motivating Language Learners, …, p. 82 53

Figure 2. The socio-educational model54

Four major parts of the model are shown: the socio-cultural milieu, individual differences, language acquisition contexts, and language learning outcomes. According to Gardner and MacIntyre, the socio-cultural milieu plays a role in influencing both cognitive (intelligence, language aptitude, and language learning strategies) and affective (attitudes, motivation, language anxiety, and self-confidence) individual differences among language learners. 55

The attraction of this model is the central role played by motivation and the social dimension. The language learners, their families, and friends may have a view of the target language community based on considerable experience of living with or close to that community.

The potential influence a parent’s view may have on the attitude which the pupil brings to the foreign language lesson. Parents’ roles on teaching and learning English as foreign language56:

a. as motivator

Family, ethnic, religious, cultural, and sub-cultural motivational influences are all intertwined. Prevailing climates of opinion and the levels of expectancy displayed in the home can do much to nurture and sustain high educational achievement.57

54

Peter D. MacIntyre, Individual Differences and Instructed Language Learning, ed. Peter Robinson, (Amsterdam: John Benjamins, 2002), p.47

55

Peter D. MacIntyre, Individual Differences and Instructed Language Learning, …,p. 47 56

Sri Astuti., “Language proficiency starts at home,” Jakarta Post, 27 Jan. 2008. p.29, col. 1 57

James M. Sawrey and Charles W. Telford, Educational Psychology, … , p. 492

The family is the primary and most important social source of motivation in the students58. They largely reflected the attitudes and beliefs of their parents. It is within the family that the basic foundations of the social motivational systems are laid down.59

Parental attitude towards 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 towards learning foreign language tend to be integratively-orientated and to come from homes where parents have a basic integrative orientation in combination with pro-English attitudes.60

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.

b. 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 functioning61. Children coming from homes of higher socioeconomic status are apt not only to have come from more brilliant parents initially but also to have had provided for them better opportunities for development intellectually, physically, and emotionally. Not only favorable heredity but also a stimulating environment continues to favor intellectual growth.62

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

c. as monitor

58

James M. Sawrey and Charles W. Telford, Educational Psychology, … , p. 519 59

James M. Sawrey and Charles W. Telford, Educational Psychology, … , p. 493 60

Gary N. Chambers, Motivating Language Learners, … , p. 83 61

Lita Linzer Schwartz, Educational Psychology: Focus on the Learner, (Boston: Holbrook Press, 1972), p. 107 62

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 that63:

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.

If the parents monitor and give assistance their children, the children will have more awareness to get better English achievement.

d. 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 reactions may not be noted to signal this, they will be more effective teachers.64 Some insight may be gleaned nevertheless from pupils’ thoughts on the encouragement they think their parents give.65

In foreign language learning, input is an essential component for learning in that it provides the crucial evidence from which learners can from linguistic hypotheses.66

After getting input by hearing the surroundings, the children try to interact with the other people. Interaction facilitates 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 interlanguage and push them to produce modified output67.

63

Gary N. Chambers, Motivating Language Learners, …, p. 87 64

Rolland J. Van Hattum, Developmental Language Programming for the Retarded, …, p. 55 65

Gary N. Chambers, Motivating Language Learners, …, p. 84

66

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

67

Interactions are important because it is in this context that learners receive information about the correctness and, more important, about the incorrectness of their utterances68.

In theory, pupils who hear their parents and friends at home interacting 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 people, who speak the target language as their mother-tongue, may be more aware of the usefulness of the target language.69

G.

Conceptual Frame

Learning achievement can be influenced by many factors, such as motivation, teachers, method, educational system, or educational milieu. All of the factors are allied to affect the achievement. The factors can support each other.

As educational components, parents take place as educator and they also provide the educational milieu for their children. So, parents should involve in their children’s education. They can do many things to get involved in their children’s academic by providing encouragement, arranging for appropriate study time and space, monitoring homework and out of school activities, modelling desired behaviour such as reading for pleasure, and actively tutoring their children at home.

Students whose parents get involved in their education will have encouragement to learn English. In other words, if their home environment and their parents’ involvement in their education are good, they will do best to achieve better English.

So, it can be concluded that the students whose parents involve in their education will get better score in English subject. In other words, there is a correlation between parents’ involvement and student English achievement.

H.

The Hypothesis

68

Susan M. Gass and Alison Mackey, Theories in Second Language Acquisition,…, p. 178 69 _{Gary N. Chambers, Motivating Language Learners, …, p. 94}

Based on the theoretical and conceptual framework above, the writer formulated the hypothesis of this research: there is a correlation between parents’ involvement and student English achievement.

The statistical hypothesis is formulated as follows:

1. Alternative Hypothesis (Ha): there is significant correlation between English achievement and parent involvement.

2. Null Hypothesis (Ho): there is no significant correlation between English achievement and parent involvement.

CHAPTER III

MADRASAH TSANAWIYAH TANGERANG II PAMULANG PROFILE

A.

School Identity

Name of school : Madrasah Tsanawiyah Negeri Tangerang II

Postal address : Jl. Pajajaran No. 31 Pamulang Tangerang Banten 15417 Telephone number : 021-741 5023

Website : madsane2007.blogspot.com

E-mail : mtsn_2_pamulang@yahoo.co.id

B.

Brief History

Madrasah Tsanawiyah Tangerang II was built in 1981 at Cimanggis, Ciputat at first and Drs. Syamsuddin P., M.Pd. became the headmaster. Because of his spirit to develop the madrasah, MTsN Tangerang II was moved to Pamulang in 1987. It is located about 50 m from the main street.

In new area the headmaster tried to develop this school when the people who lived around the school still underestimated ‘madrasah’ because they thought that madrasah had religion subjects only.

The people also has opinion that madrasah has unprofessional management. It makes the headmaster, school staff, and teachers organize the school carefully and hard. Because of high spirit of Drs. Syamsuddin, Edy Djunaedy, and Drs. Nasharudin Sarbini to organize the school, MTsN Tangerang II Pamulang can be well-known by the people. After that, more people trusted their children to study in this ‘Madrasah’. They also realize that they have to support and participate in financial problem of the madrasah. It was started in 1990 until now. The results of their participation such as buildings and facilities can be seen.

The madrasah increase the buildings and facilities in quantity and quality slowly. Madrasah has changed from the unpretentious buildings into the luxurious buildings. Not only buildings but also the facilities in this madrasah have gained in quantity and quality. Then, the people become proud with the satisfactory buildings and complete facilities on leadership of Dra. Iis Aisyah, Drs. M. Askolani, and Drs. Suhardi, M.A.

People’s perception on madrasah is changed. They think that it has over plus than other school because in madrasah their children are taught both religious subjects and lessons such as science, social, math etc.

With the people’s belief on the madrasah, the headmaster, staff and all of the teachers innovated in academic, curriculum, management, and administration. They use modern technology for management. In academic and administration they manage many programs such as special quality class, talent development, leadership and character builder.

C.

Vision, Mission and Motto

1. Vision

Madrasah with national achievement

2. Mission

Based on the vision, the missions of MTsN Tangerang II Pamulang are: a. Create optimal education and preceptors who have optimal competences. b. Form intelligent, creative and Islamic students.

c. Organize management of Madrasah which emphasize in primal service. d. Provide complete educational facilities.

e. Create clean, comfortable, safe, beautiful, Islamic milieu in madrasah. f. Give Islamic values and national spirit to the students.

3. Motto

Islamic and National Achievement

D.

Facilities

Many facilities were provided to support teaching learning activities. Facilities in Madrasah Tsanawiyah Negeri II Pamulang are:

Table 1

Facilities in Madrasah Tsanawiyah Negeri Tangerang II Pamulang

No Nama Jumlah Baik R.Ring R.Brt

1 Ruang Kelas 30 30 - -

2 Ruang Kamad u. 4x7 M2 1 1 - -

3 Ruang Wakamad 3x3 M2 1 1 - -

4 Ruang Guru 7x18 M2 1 1 - -

5 Ruang TU 1 1 - -

6 Ruang Lab. IPA 1 1 - -

7 Ruang Lab. Bahasa 1 1 - -

8 Ruang Audio Visual 1 1 - -

9 Studio Musik u. 2,5x7 M2 1 1 - -

10 Ruang OSIS 2,5x7 M2 1 1 - -

11 Ruang Lab. Komputer 7x9 M2 1 1 - -

12 Raung UKS u. 3x2,5 M2 1 1 - -

13 Ruang BP u. 3x2,3 M2 1 1 - -

14 Mushala u. 7x9 M2 1 1 - -

15 WC Siswa (dihitung pintu) 18 18 - -

16 WC Guru (dihitung pintu) 4 4 - -

17 WC Kamad 1 1 - -

18 WC Umum (guru dan TU) 1 1 - -

19 Meja murid dan kursi (pasangan) 624 300 324 -

20 Meja guru 30 30 - -

21 Komputer 20 20 - -

22 Lapangan Footsal u. 30x60 M2 1 1 - -

23 Alat musik sederhana 1 set 1 set - -

24 Alat musik marawis sederhana 1 set 1 set - -

25 Drumband sederhana 1 set 1 set - -

26 Ruang Bangdik u. 3x2,5 M2 1 1 - -

27 Ruang Komite u. 2x2 M2 1 1 - -

28 Ruang Simad u. 2x2 M2 1 1 - -

E.

Structure of Organization

To make good relationship between headmaster, teachers, staff, and students, it is needed to make structure of organization.

Figure 3

Structure of Organization

Keterangan:

= garis komando = garis

F.

Teachers, Staff and Students

1. Teachers and Staff

Both teacher and staff are components of the madrasah. They have to cooperate together in order to this madrasah can develop. Quality of the teachers and staff is considered.

Teachers in Madrasah Tsanawiyah Negeri Tangerang II Pamulang have different educational background and level. It is shown in table as follows:

Table 2

Lab. dan Sarana

Perpustakaan Pembina

OSIS

Pembina K + M Kepala

Madrasah Kelompok Kerja

Madarasah

Komite Madrasah

Kepala TU Wakil

Kamad

Koordinator Bid. Kurikulum Tenaga

Kependidikan

Koordinator Bid. Kesiswaan

Siswa Guru dan Wali Kelas

Teacher’s Condition in Madrasah Tsanawiyah Negeri Tangerang II Pamulang

Pendidikan Status Golongan

No Bidang Studi Jumlah

S1 S2 PNS HNR III IV

1 Agama

a. Aqidah Akhlak 3 3 - 1 2 - 1

b. Fiqh 3 3 - 2 1 2 -

c. Qur’an Hadits 3 3 - 2 1 2 -

d. S K I 3 3 - 2 1 2 -

2 PPKn 3 2 1 3 - 3 -

3 Matematika 7 6 1 6 1 6 -

4 Bahasa Indonesia 8 4 4 8 - 7 1

5 Bahasa Inggris 6 6 - 5 1 4 1

6 Bahasa Arab 4 4 - 3 1 2 1

7 IPA 6 5 1 5 1 5 -

8 IPS 6 5 1 5 1 5 -

9 TIK 3 3 - - 3 - -

10 Penjaskes 3 3 - 2 1 1 1

11 Kesenian/KTK 3 3 - 2 1 2 -

12 Mulok 1 1 - - 1 - -

13 BP 3 3 - 3 - 2 1

Jumlah 65 57 8 49 16 43 6

To organize the school administration, staffs are needed. They also have different educational background and status. It is described as the table below:

Table 3

Pendidikan Status Golongan

SMP SMA D3 S1 PN HN II III

3 8 2 5 9 9 2 7

18 18 9

2. Students

Students have gained in number every year. The development is shown as follows:

Table 4

Student’s Development

Year Grade VII Grade VIII Grade IX Total

2003 326 416 418 1160

2004 334 328 405 1067

2005 419 329 337 1085

2006 402 410 337 1147

2007 424 400 400 1224

2008 302 402 393 1097

Madrasah Tsanawiyah Negeri II Pamulang has thirty classes with total 1097 students in acamdeic year 2008/2009. They are divided into 5 class types; regular class, Bina Prestasi class, Sains class, bilingual English class, and bilingual Arabic class.

CHAPTER IV

RESEARCH METHODOLOGY AND FINDING

C.

Research Methodology

1. Objective of the Research

This study has aims, as follows:

a) To find out the relationship of parents’ involvement and student achievement especially in English

b) To know the influence of parents’ involvement on student English achievement

c) To expand and improve the writer’s knowledge about parents’ involvement on student English achievement

2. Time and Location

The research has been done in Madrasah Tsanawiyah Negeri Tangerang II Pamulang at Jl. Pajajaran No. 31 Pamulang Tangerang Banten. While the time of research is for one month, namely from January 20, 2009 until February 20, 2009 and the questionnaire was given in February 11, 2009 until February 17, 2009.

3. Method of the Research

In doing the research, the writer uses quantitative method. Then, the correlation technique is applied to know the influence parents’ involvement on student English achievement.

The independent variable of this research is parents’ involvement (variable X) and the dependent variable is student’s English achievement (variable Y). In this case, it can be assumed that parents’ involvement in teaching and learning English (variable X) is considered as a factor that influence student’s English learning achievement (variable Y). Finally both variables can be tried to be correlated.

Notes:

X = Parents’ involvement

Y = Students English achievement

= Correlation

4. Population and Sample

The population of the research consists of eleven classes with total 402 students from second grade of MTsN 2 Pamulang. They are divided into 5 class types; regular class, Bina Prestasi class, Sains class, bilingual English class, and bilingual Arabic class.

Table 5

The Distribution of Students

No Class Students

1 8.1 38

2 8.2 38

3 8.3 39

4 8.4 37

5 8.5 37

6 8.6 36

7 8.7 38

8 8.8 (Sains) 38

9 8.9 (Bilingual Arabic) 38

10 8.10 (Bilingual English) 38

11 8.11 (Bina Prestasi) 25

Because the population is heterogeneous, the writer took the sample about 10% from 402 students randomly. So the total of the students that are taken as the sample are 40 students.

5. Technique of Collecting the Data

When the writer did the research, different instruments were applied to obtain the data:

a. Documentary Study

To know the students’ English learning achievement, the writer took the report book score of second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang for first semester in academic year of 2008/2009 in English learning achievement semester because from report book the learning outcome that has been reached, can be measured.

2. Distribution of Questionnaire

The research instrument is used in collecting the data is a questionnaire which formulated and designed based on the indicators of the variables of parents’ involvement in learning English. The questionnaire about the parents’ involvement of students is given to the students consisting of 20 items. In this case, it concerns about parents involvement in student English achievement.

Table 6

Indicator of Parents’ Involvement Total

No Indicator

Positive Negative

Item number

1 As motivator 5 0 1, 2, 3, 4, 5

2 As advocate in economy 4 0 6, 7, 8, 9

3 As monitor 4 1 10, 11, 12, 13, 14

4 As model 6 0 15, 16, 17, 18, 19, 20

In composing questionnaire, the writer applied Likert’s scale form: 1) Always (selalu)

3) Sometimes (kadang-kadang) 4) Never (tidak pernah)

Table 7

Score of Questionnaire Answer Score Alternative Answer

Positive Negative

Always Often Sometimes Never 4 3 2 1 1 2 3 4 3. Interview

Interview was also applied to support data about school profile and to know parents’ engagement in school.

4. Observation

The writer makes an observation to the school in order to get better understanding of intended object.

6. Technique of Data Analysis

In analyzing the data and testing the hypothesis, the correlation technique was used, by using Pearson’s product moment correlation as follows:

rxy =

(

)(

)

(

)

][

(

)

]

[N X2 X 2 N Y2 Y 2

Y X XY N − − −

rxy = Coefficient Correlation N = Number of Respondents

X = Total Score of X (parents’ involvement)

Y = Total Score of Y (students’ English achievement)

D.

Research Finding

1. Data Description

Having field research about parents’ involvement and the students’ English achievement in Madrasah Tsanawiyah Negeri Tangerang II Pamulang, the writer took the scores of 40 students sampling and analyzed those score in order to find out whether there is any correlation between English achievement and parents’ involvement by Pearson’s product moment.

The data of students’ score of questionnaire and report book can be seen on the following tables:

Table 8

Questionnaire Result about Parents’ Involvement

Respondent Score

1 30

2 32

3 35

4 43

5 43

6 41

7 36

8 31

9 51

10 54

12 27

13 56

14 47

15 49

16 27

17 40

18 41

19 45

20 31

21 41

22 43

23 55

24 49

25 43

26 50

27 53

28 36

29 47

30 41

31 55

32 46

33 29

34 36

35 42

36 57

37 36

39 39

40 40

The table above shows that the total score from 40 respondents is 1659. After calculating statistically, the writer got minimum score is 24, the maximum is 57, the median is 41, the mode is 43 and the mean is 42.

Table 9

Student’s English Achievement

Respondent Score

1 60

2 71

3 69

4 66

5 69

6 65

7 69

8 71

9 71

10 83

11 70

12 78

13 71

14 70

16 71

17 66

18 71

19 66

20 66

21 68

22 69

23 91

24 79

25 74

26 80

27 80

28 69

29 75

30 76

31 79

32 91

33 67

34 71

35 80

36 80

37 77

38 80

39 78

From the student’s report books about their English achievement as shown on the table above, it can be found that the total score from 40 respondents is 2935. In statistical calculation, it showed the minimum score is 60, the maximum is 91, the median is 71, the mode is 71, and the mean is 73.

2. Data Analysis

In order to know the correlation between parents’ involvement and students’ English achievement, Pearson’s product moment formula is applied. The data are described on the following table:

Table 10

The Correlation between Parents’ Involvement and Students’ English Achievement

No X Y XY X2 Y2

1 30 60 1800 900 3600

2 32 71 2272 1024 5041

3 35 69 2415 1225 4761

4 43 66 2838 1849 4356

5 43 69 2967 1849 4761

6 41 65 2665 1681 4225

7 36 69 2484 1296 4761

8 31 71 2201 961 5041

9 51 71 3621 2601 5041

10 54 83 4482 2916 6889

11 38 70 2660 1444 4900

12 27 78 2106 729 6084

13 56 71 3976 3136 5041

14 47 70 3290 2209 4900

16 27 71 1917 729 5041

17 40 66 2640 1600 4356

18 41 71 2911 1681 5041

19 45 66 2970 2025 4356

20 31 66 2046 961 4356

21 41 68 2788 1681 4624

22 43 69 2967 1849 4761

23 55 91 5005 3025 8281

24 49 79 3871 2401 6241

25 43 74 3182 1849 5476

26 50 80 4000 2500 6400

27 53 80 4240 2809 6400

28 36 69 2484 1296 4761

29 47 75 3525 2209 5625

30 41 76 3116 1681 5776

31 55 79 4345 3025 6241

32 46 91 4186 2116 8281

33 29 67 1943 841 4489

34 36 71 2556 1296 5041

35 42 80 3360 1764 6400

36 57 80 4560 3249 6400

37 36 77 2772 1296 5929

38 24 80 1920 576 6400

39 39 78 3042 1521 6084

40 40 79 3160 1600 6241

From the calculation of statistic, it can be showed that: X = 1659

Y = 2935 XY = 122664 X2 = 71801 Y2 = 217163

rxy =

(

)(

)

(

)

][

(

)

]

[N X2 X 2 N Y2 Y 2

Y X XY N − − −

rxy =

(

)(

)

(

1659

)

][40 217163

(

2935

)

] 71801 40 [ 2935 1659 122664 40 2 2 − − − x x x

rxy =

] 8614225 8686520 ][ 2752281 2872040 [ 4869165 4906560 − − −

rxy =

] 72295 ][ 119759 [ 37395

rxy =

8657976905 37395

rxy =

25041 , 93048

37395

rxy = 0,401888265 rxy = 0,402

From this calculation the result is 0.402

3. Test of Hypothesis and Interpretation of Data Analysis

After counting the formula, the writer has found out the result of the correlation. The next level is to give the interpretation of the ‘r’ score (rxy).

From the correlation above, it appears that the correlation index between X variable and Y variable is positive. It means between both variables, there is positive correlation. To give simple interpretation toward the correlation index ‘r’ product moment (rxy), it can be seen in

the following table.70

Table 11

Interpretation of Product Moment Value “r” value of Product moment Interpretation

0,00 – 0,20 Considered as no correlation

0,20 – 0,40 Low correlation

0,40 – 0,60 Medium correlation

0,60 – 0,80 Strong correlation

0,80 – 1,00 Very strong/ perfect correlation

After the calculation, the next step is to test the hypothesis. From the calculation result, it is obtained that the values of rxy is 0.402. Based on the table above, it can be seen that the

correlation index (rxy= 0.402) is in the interval of 0.40 – 0.60, this means that the correlation

belongs to “medium correlation”. In the other words, there is a correlation between variable X (parents’ involvement) and variable Y (student English achievement).

In table of Pearson product moment about degree of freedom71, it stated that the degree of freedom (df) is N – 2 = 40 – 2 = 38 and the significance of 1% is 0.393 and the significance 5 % is 0,304. After comparing the value of rxy = 0.402 and tt 0.393 and 0.304, the writer

eventually made the assumption as follow:

1

Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2005), p.193 2

0.304 < 0.402 > 0.393

The score of correlation between English achievement and parents’ involvement is 0.402. So, it means that every 100 points of parents’ involvement will increase 4.02 points of their achievement in learning English.

The score of rxy is bigger than tt table, so the alternative hypothesis (Ha) is accepted and

the Null Hypothesis (Ho) is rejected. In the other words, there is a sufficient correlation between parents’ involvement and English achievement.

CHAPTER V

CONCLUSION AND SUGGESTION

C.

Conclusion

After doing the research and getting the result of the research, the writer can conclude that second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang English achievement is influenced by parents’ involvement. The influence of parents’ involvement on the students’ English achievement is sufficient. It is showed by the result of the research. The result (0,402) belongs to medium correlation. It means that their parents’ involvement as motivator, as advocate in economy, as monitor, and as models is sufficient to support the students’ English achievement.

Correlation index between parents’ involvement and student English achievement is positive. It means between both of them, there is positive correlation. Parents’ involvement gives positive influence on students’ English achievement.

Learning achievement can be influenced by many factors, such as motivation, teachers, method, learning style, educational system, or educational milieu. All of the factors are allied to affect the achievement. The factors support each other.

Parents’ involvement is as one of the factors affecting the students’ achievement. As educational components, parents take place as educator and they also provide the educational milieu for their children.

D.

Suggestion

Based on the result of the research, the writer gives suggestions. Those are:

1. Parents should improve their engagement in their children’s academic, because it can support the children’s academic success.

2. Parents should realize that they are first educators who provides educational milieu for their children.

3. Teachers have to be aware giving an assignment to students in order to increase their parents’ involvement especially as motivator, as advocate in economy, as monitor and as model.

4. School should organize a meeting program with parents to discuss about the students’ development in learning.

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DAFTAR PERTANYAAN ANGKET

“Parent’s Involvement and Its Influence on Student English Achievement”

Petunjuk Umum:

1. Jawaban dari angket ini sangat berguna untuk bahan penulisan skripsi, oleh karena itu diharapkan kejujuran Saudara dalam mengisi angket ini.

2. Bila pertanyaannya kurang dimengerti, anda dapat menanyakannya.

3. Jika telah selesai, periksalah kembali jawaban saudara agar tidak ada soal yang terlewatkan. 4. Hasil angket ini tidak akan mempengaruhi nilai akademik anda.

Identitas Responden:

Nama :

Kelas :

Jenis Kelamin :

Jawaban dapat diberikan dengan membubuhkan tanda (

)

pada pilihan yang anda anggap paling sesuai dengan keadaan anda.

1. Apa latar pendidikan ayah anda? A. SD

B. SMP/MTs

C. SMA/SMK/MA

D. D1/D2/D3

E. S1 F. S2 G. S3

2. Apa latar pendidikan ibu anda? A. SD

B. SMP/MTs

C. SMA/SMK/MA

D. D1/D2/D3

E. S1 F. S2 G. S3

3. Apakah orang tua anda bekerja?

Ayah: A. Ya B. Tidak

Ibu: A. Ya B. Tidak

4. Apakah di rumah anda memiliki fasilitas yang mendukung kegiatan belajar di rumah seperti ruang belajar, perpustakaan pribadi, komputer, radio, atau tape/recorder?

A. Ya B. Tidak

Jawablah sesuai keadaan anda!

Apa pendapat orang tua anda tentang bahasa Inggris?

... ... ... ... ...

Jawaban dapat diberikan dengan membubuhkan tanda pada kolom pilihan yang anda anggap paling sesuai dengan keadaan anda.

No

Pernyataan Selalu Sering

Kadang-kadang

Tidak Pernah 1 Orang tua anda memberi dorongan untuk

belajar bahasa Inggris

2 Anda diberi pengertian bahwa pentingnya belajar terutama bahasa Inggris

3 Orang tua memuji anda saat berhasil mendapatkan nilai bahasa Inggris yang baik 4 Orang tua mendengarkan keluhan anda dalam

menghadapi kesulitan belajar bahasa Inggris 5 Orang tua memberi saran atas keluhan dan

kesulitan dalam belajar bahasa Inggris 6 Orang tua membelikan anda buku teks

pelajaran bahasa Inggris

7 Orang tua membelikan kaset/ VCD/ DVD lagu atau film berbahasa Inggris

8 Orang tua memerintahkan anda kursus bahasa Inggris

9

Anda dibelikan buku bacaan oleh orang tua seperti komik, novel, kumpulan puisi, biografi tokoh, atau buku jenis lainya yang

menggunakan bahasa Inggris

10 Jam menonton televisi atau penggunaan internet anda dibatasi oleh orang tua 11 Orang tua mendampingi anda ketika belajar

dan mengerjakan tugas atau PR di rumah 12 Orang tua memerintahkan anda mengerjakan

PR atau tugas

13 Anda dibiarkan bermain atau jalan-jalan selama anda suka oleh orang tua

14

Orang tua melihat dan memantau perkembangan nilai-nilai anda terutama pelajaran bahasa Inggris

15 Anda dan orang tua menonton film berbahasa Inggris bersama-sama

16 Orang tua juga mengajari pelajaran bahasa Inggris pada anda di rumah

17

Orang tua mendengarkan dan memahami lagu berbahasa Inggris atau berita yang

disampaikan dengan bahasa Inggris (tanpa ada teks berbahasa Indonesia)

18 Anda diajak berbicara menggunakan bahasa Inggris oleh orang tua

majalah yang berbahasa Inggris

20 Orang tua anda menulis teks berbahasa Inggris

majalah yang berbahasa Inggris

20 Orang tua anda menulis teks berbahasa Inggris

Tabel Variabel

Parents’ Involvement and Its Influence on Student English Achievement (A Case Study at Madrasah Tsanawiyah Negeri Tangerang II Pamulang)

Variabel Dimensi Indikator No. Soal

Variable X Student English Achievement - Cognitive - Affective - Psychomotor

Diambil dari laporan hasil

belajar siswa pada pertengahan semester ganjil

-

- Motivator - memberi motivasi untuk belajar bahasa Inggris - memberi hadiah dan pujian atas keberhasilan

dalam pelajaran bahasa Inggris

- mendengarkan atau menanggapi dan memberi saran atas keluhan dan kesulitan dalam menghadapi belajar bahasa Inggris

1, 2 3 4,5 Variable Y Parents’ Involvement / Parent’s Role on education

- Advocate in economy

- membelikan buku teks bahasa Inggris

- menyediakan kaset/ VCD/ DVD lagu dan film berbahasa Inggris

- memerintahkan anak dalam kursus bahasa

6 7

Inggris

- membelikan buku bacaan yang berbahasa Inggris (novel, kumpulan puisi, biografi, komik atau buku jenis lainnya)

9

- Monitor - membatasi jam menonton televisi dan penggunaan internet

- mendampingi ketika belajar bahasa Inggris di rumah, pada hari-hari biasa dan selama masa ujian

- mendampingi saat mengerjakan PR / tugas - membatasi jam bermain dan jalan-jalan - selalu melihat perkembangan nilai

10

11

12 13 14 - Model - mengajari pelajaran bahasa Inggris

- dapat menggunakan bahasa Inggris (mendengarkan, berbicara, membaca dan menulis)

16 15, 17, 18,

SCORE OF QUESTIONNAIRE (PARENTS' INVOLVEMENT)

Jumlah Soal Responden

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Jumlah (X)

1 2 2 1 2 2 1 1 1 1 2 1 1 4 3 1 1 1 1 1 1 30 2 4 2 1 1 1 2 2 2 1 1 2 2 3 1 2 1 1 1 1 1 32 3 2 2 1 2 1 2 1 3 1 2 2 1 4 2 1 2 2 1 1 2 35 4 3 2 1 3 4 4 1 3 1 4 2 1 2 4 1 2 2 1 1 1 43 5 4 4 1 1 2 4 1 4 2 2 2 2 4 2 2 2 1 1 1 1 43 6 4 2 1 4 3 2 1 2 1 2 4 3 1 2 1 3 2 1 1 1 41 7 3 3 1 3 3 2 1 2 1 1 1 1 4 2 1 1 1 2 1 2 36 8 2 2 2 2 1 1 1 1 1 3 2 2 3 2 1 1 1 1 1 1 31 9 4 3 2 2 3 2 2 4 1 3 2 2 4 3 2 3 3 3 2 1 51 10 4 4 3 4 4 3 3 4 2 3 2 2 3 3 3 2 1 2 1 1 54 11 3 3 1 2 2 2 2 2 2 3 2 1 3 2 1 2 1 2 1 1 38 12 2 2 1 2 1 1 1 1 1 2 1 1 3 1 2 1 1 1 1 1 27 13 4 4 2 4 3 3 2 3 2 3 4 4 4 4 2 2 2 1 2 1 56 14 4 4 2 4 4 2 2 2 2 3 2 2 3 4 2 1 1 1 1 1 47 15 3 3 2 4 4 2 2 2 2 3 4 3 3 2 2 2 2 1 2 1 49 16 2 1 1 3 1 1 1 1 1 1 1 2 2 1 1 1 3 1 1 1 27 17 4 1 2 3 3 2 1 1 2 4 1 1 4 1 1 3 1 2 2 1 40 18 4 3 2 2 2 3 1 4 1 2 1 1 4 2 1 1 2 1 2 2 41 19 3 3 1 2 2 1 2 4 1 4 2 1 4 4 3 1 2 1 2 2 45 20 2 1 2 2 2 2 1 2 1 1 2 2 2 2 2 1 1 1 1 1 31 21 4 2 1 3 4 2 1 3 1 4 2 2 4 2 1 1 1 1 1 1 41

22 3 2 1 3 3 2 3 2 1 2 2 2 3 2 3 2 2 1 2 2 43 23 4 3 1 4 4 2 2 2 3 4 4 4 3 2 2 3 3 1 2 2 55 24 2 4 2 2 3 2 3 4 2 4 2 2 4 2 3 2 2 1 1 2 49 25 2 3 2 3 2 2 3 2 1 3 2 2 4 2 2 2 2 1 2 1 43 26 3 3 2 4 3 1 1 2 1 4 4 2 3 3 2 4 2 1 3 2 50 27 3 3 4 2 2 4 4 2 2 3 2 3 4 2 3 3 2 1 2 2 53 28 3 2 1 1 2 1 1 3 1 3 1 1 4 2 3 2 2 1 1 1 36 29 4 3 2 4 3 2 2 2 2 4 1 1 4 2 2 2 2 1 2 2 47 30 2 2 4 2 4 1 2 2 2 2 2 1 3 3 2 2 2 1 1 1 41 31 4 3 4 2 3 2 2 1 4 4 2 3 3 3 2 2 2 3 2 4 55 32 4 3 2 3 2 2 2 4 1 4 3 2 4 3 2 1 1 1 1 1 46 33 2 1 1 1 2 1 1 1 1 2 1 1 3 1 1 2 1 3 1 2 29 34 3 3 1 2 2 2 1 1 1 2 2 2 4 2 2 1 2 1 1 1 36 35 3 2 2 3 2 1 1 2 2 3 4 4 2 2 2 1 3 1 1 1 42 36 4 4 3 4 4 2 2 4 2 3 4 4 3 4 1 2 2 2 1 2 57 37 2 4 2 2 3 2 1 2 2 1 1 1 3 2 1 1 2 1 2 1 36 38 1 1 1 1 1 1 1 2 1 2 1 1 3 1 1 1 1 1 1 1 24 39 2 3 1 1 3 3 2 1 2 4 2 2 4 2 2 1 1 1 1 1 39 40 2 3 1 3 3 1 2 4 1 4 2 2 3 2 2 1 1 1 1 1 40

Jumlah 1659