The Correlational Result Analysis of the Data

43 22.8 parents role as a motivator and 23.8 parents role as a model see appendix 8. Specifically, the researcher found that 28.5 students who got low score are dominated by male gender. And the reason behind their low achievement in learning is because of generally three reasons. First, their parents are lacking in monitoring their schedule in the school and tend to forget to remind their children about the tasks they might get from the school. Second, their parents are very busy to work in order to facilitate and provide the family daily needs which finally cause lacked of cares. Third, the children tend to act freely to do things because they do not have any rules in their home. In addition, to make a clear distinction between the students who got low achievement and good achievement, the researcher found that 17.3 students who got good achievement in learning because they come from a good family background. Most of them are getting more courses and having a good facilitates such as connection to internet at home and connection to television cable which is airing more varied shows so that they are apparently exposed to English language. Another reason why these students got good achievement is they are having a very supportive milieu in which the role of parents whether as an advocate in economy, as a monitor, as a model or as a motivator are fully fulfilled see appendix 9. This finding was in line with Pomerantz’s finding. Her research claimed that students need their parents to involve in their academic lives to positively support them in the school and in the home. Moreover, the finding in this study about parents’ involvement which is effective on increasing students’ English learning achievement was in accordanc e with the line “…parents’ involvement benefits children in terms of their achievement.” 3 In addition, there were some reasons why parents’ involvement could have significant relationship and also influence students’ English learning achievement. The reasons are concluded from the open-ended question which is provided by the researcher in order to draw more valid data. They are as follow: 3 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. 379. 44 1 Parents are trying their best to fulfill their children’ needs. When it comes to home, parents try to spare their time, mostly in the weekend, to listen to their children’ performance story in the school and share their thought to provide the children a wise thought of how they can take a decision of their problem in the school. 2 Parents who have good communication with the teacher and the school can have more information about their children academic performance better than parents who are not continuously communicating with the school. However, the result of open ended question is drawing a clearer explanation about how parents’ involvement affected their children learning achievement. It is in line with Henderson ’s research as cited in Patmonodewo’s book that, “…prestasi anak akan meningkat apabila orang tua peduli terhadap anak mereka .” 4 Thus, parents who take an important role in their children lives will form a good impact to the students’ learning achievement by applying family management practices. 5 In summary, the involvement that parents give to children both at home and at school are positively correlated to student’s English learning achievement. At this stage, children will also feel the affection of their parents and they will automatically show a good achievement to them as a result of their parents’ appropriate attention. 4 Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, Jakarta, RinekaCipta: 2008, p. 126. 5 MuhibbinSyah, Psikologi Pendidikan dengan Pendekatan Baru, Edisi Revisi, Bandung: PT Remaja Rosdakarya, 2010, p. 134.