Parents ’ Attention THEORETICAL FRAMEWORK

26 through the expectation and values that are communicated through interpersonal relationship. 35 The writer really agrees with all concept about parents’ attention above, parents contribution in all part of live for students is really important, especially when the attention is applicable for daily, it sets as multidimensional consisting that involve both at home and at school, because parent’s attention will lead the students to the expectation and values that parents hope. Here are models of parents attention : According Hornby Parents attention include : Parental contribution 1. some Policy Information. e.g. PTA Parents Teacher Association members, school governors, parent support advocacy groups. 2. many Acting as a resource. e.g. Classroom aides, fund-raising, supporting other parents. 3. most Collaborating with Teachers. e.g. home-school reading, math, and behavior programs. 4. all Sharing information on children. e.g. children strengths, weakness, likes, likes, medical dislike. 4. all Channels of communication. e.g. Handbook, newsletters, telephone contacts, homework diaries. 3. most Liaison with school staff. e.g. Home visits, parents-teacher meetings. 2. many Parent education. e.g. parent’ workshop 1. some Parent support. e.g. counseling, support groups Parental Need 36 According toHornby the model stand on two pyramids connected at the base, one on behalf of a hierarchy of parents’ needs, 35 Fan and Chen, Parental Involvement and Students’ Academic Achievement: a Meta Analysis. Educational Psychology Review 13 1Urban Education, 2001, pp. 1 —22. 36 Hornby, Garry. Parental Involvement in Childhood Education, Building Effective School-Family Partnerships. New Zealand, Springer :2011, p. 33. 27 the other a hierarchy of parents’ strengths or possible assistance. Both pyramids reveal visually the different levels of needs and contributions of parents. Thus, while all parents have some needs and some potential contributions that can be utilized, a smaller number have a powerful need for guidance, or the capability of making an extensive contribution. Hornby model has difficulty application, since to decide some, many, most and all is quite hard to identify, therefore the writer take second perception. According Epstein Joyce Epstein developed a framework for explaining six types of parents involvement, this framework assist educators in developing school and family partnership programs, it is to help all youngsters success in school and later life. Eventhough, there is assumption that low-income parents and single parents will not or cannot spend as much time helping their children at home as do middle class parents with more education and leisure time. 37 There are six types of parents’ attention: 1. Standard I: Communicating; Communication between home and school is regular, two-way, and meaningful. 2. Standard II: Parenting; parenting skills are promoted and supported. 3. Standard III: Student Learning; Parents play an integral role in assisting student learning. 4. Standard IV: Volunteering; parents are welcome in the school, and their support and assistance are sought. 5. Standard V: School Decision making and Advocacy; parents are full partner in the decision that affect children and families 6. Standard VI: Collaborating with Community; community resources are used to strengthen schools, family, and student learning. 38 37 Epstein, L. Joyce. Published Article : What Research Say about Parent Involvement in Children Education. Michigan Department of Education, March 2002, p. 25. 38 Epstein, L. Joyce. Published Article: What Research Say about Parent Involvement in Children Education. Michigan Department of Education, March 2002, p. 30. 28 According to Epstein there are six types of parents’ attention they are: First, communicating it means communication between home and school comes regular. One of example that school enable to do is the existence of communicating book, this book can cover the communication between parents and teacher. Second, parenting that means parents’ skill are promoted and supported by school, parents are suggested to participate at school’ program, for example parents participation is expected in every school program, this taking part is a kind of help for school. Third, students learning which means parents give attention to students when they learn at home, it also help to create school environment at home to manipulate what the students have learnt at school Fourth , Volunteering that means parents’ participations are welcome and their support and assis tance are sought, parents’ involvement in every school’s program is regularly happen. Fifth, school decision making and advocacy that means parents are full partner in the decision that affect to children and families, parents are full partner for school and they can contribute in decision giving at school, this decision related to school program and policy. Sixth, collaborating with community which means community resources are used to strengthen schools, family, and students learning. that means parents are take part in school community to strengthen the school, students learning and family. Finally the writer choose Epstein’ theory on this study since the theory about parents’ attention is clearer to describe and since she explains the six standards by giving explanation and example, therefore Epstein theory is more applicable on this study. Based on these reasons the writer chooses Epstein theory to be used on this research .

D. Student Achievement and Factors Affecting Learning Style.

The term ―outcome‖ is mostly also mentioned as ―achievement‖ in some resources. Both terms have the same meaning, the same understanding, but outcome has wider understanding than achievement, it does not stop in number or score gained, it has understanding to change behavior, while achievement is representative of score. 29 Similarly these both outcome and achievement terms can only be measured by score, since there is no measurement to measure a behavior, the only way to represent it through score. Some resources mentioned that outcome is personal and organizational changes or benefits that follow as a result or consequences of some activity, intervention or services. Some outcome relate to organization and some to the person. Outcome can be short, intermediate, or long term. 39 in one article, it is also mentioned as a result of learning. ― types of learning affect each other in a very wide range of ways, their impact in the term of the outcomes of learning is equally complex- whether it is in economic and social spheres, the individual and collective, the monetary and the non monetary‖ 40 Achievement is the act of achieving or performing or successful performance from hisher object. While learning is the acquisition of habits, knowledge and attitude that involves new ways of doing things, and it operates in an individual attempt to overcome obstacles or to adjust to new situation. It represents progressive change in behavior or as the individual react to situation in an effort to adapt his behavior effectively, in other word achievement in a broader sense is means a good deal more than test scores. 41 In our educational system, we can see the student’s learning achievement or learning outcome by seeing their final score, it is very important for the students because a score is a reflection from their successful in study. The symbol that used to present it could be score or alphabets. On this study the writer implements the term achievement rather than outcome since achievement is the result of learning and it 39 Schalock Robert L., Outcome Based Evaluation ,Moscow: Kluwer Academic Publisher, 2002, p. 7. 40 OECD, Understanding the Social Outcomes of Learning, NY: OECD Publisher, 2007, p. 110. 41 Grant, Carl. A. Sleeter, Christine E. Doing Multicultural Education for Achievement and Equity. New York: Routledge Taylor Francis Group, 2007, p. 30. 30 can be measured by numbers or alphabets, this study stops the result on the numbers not moving on to good deal or change behavior. Factors Affecting Students Achievement Students achievement is not a simply matter of what had happened at school, although school can make a significant difference research that give numerous factors for students successful, but this is not easy to implement to any school. The learning achievement can be categorized as one changing in behavior, Zyngier 42 gives comments that students will increase in engagement when they feel easier to learn and that make them want to be attentive in the class, he also added that they also want to expressed their idea that they felt the teachers could use to make the lesson more rewarding. While Hooks 43 added that few teachers present conflict in order to live the situation as potential transformative engagement. It is not necessarily negative but rather to determine how we cope with that conflict. While in other resources, it has been told from long time period some discussions about factors affecting students achievement. In 1966, a famous finding by James Coleman found that background characteristic such as race, parental achievement levels, and family income swamped most other factors studied as determinants of students test scores. A 1999 paper estimating that 60 percent of variation in student achievement was attributable to such background characteristics. 44 Researches have been unable to link significant share of the variation in student achievement – as much as 25 percent - to any particular input. Of the remaining share, attributable to what 42 Zynger, David. Journal Teacher and Teaching; Listening to Teachers – Listening to Students; Substantive Conversation about Resistance, Empowerment and Engangement. Vol.13, No 4. August 2006, p. 32. 43 Hooks, B. Teaching Community: a Pedagogy of Hope New York: Routledge, 2003, p. 167. 44 Goldhaber et al, Teacher Licencing and Student Achievement in C. Finn and M. Kanstorom eds. Better Teachers, Better School. Washington DC: Thomas B. Fordham Institute, 2012.