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The researcher made two hypotheses of significance before testing the as follow:
Ha : There is significant correlation between two variables
Ho : There is no significant correlation between two variables
The formulation of test: 1. If
it means that the null hypotheses is rejected and there is significant correlation.
2. If it means that the null hypotheses is accepted and there
is no significant correlation. Based on the calculation, the result is compared by
in the significant 0.05 and 0.01 and n = 35, the researcher found the Degree of
Freedom Df with the formula: Df = n- nr
= 35 – 2
= 33 From Df = 33, it is obtained
of 0.05 = 2.035 and of 0.01 =
2.733. It means that is higher than
64.1 2.035 and 64.1 2.733. Therefore, the null hypothesis Ho is rejected. On the other words,
there is significant correlation between parents’ involvement and student’s English learning achievement.
3. The Interpretation of the Data
Based on the analysis drawn, the result of normality test of questionnaire showed that the data are normally distributed and it is found
that the correlation value is = 0.996. After knowing the correlation value,
then the researcher needs to classify the category of relationship as the table follow:
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Table 4.6 The Level of Correlation
2
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
From the table, r
result
is included in the fifth category 0.80 – 1.00
which means there is very high correlation between X variable and Y variable. The result showed r
xy
r
table
= 0.996 0.80. It means that Ha is accepted and Ho is rejected. Therefore, it can be concluded that the higher parents are
having involved the higher students ’ English learning achievement will be.
Moreover, the high correlation is also supported by t-test formula in order to know the significance. From Df = 33, and the value of significance of
of 0.05 = 2.035 and of 0.01 = 2.733. It is obtained that
is higher than
64.1 2.035 and 64.1 2.733. Therefore, it is strongly approved that the null hypothesis Ho is rejected. On the other words, there is
signif icant correlation between parents’ involvement and student’s English
learning achievement.
B. Discussions
The research revealed that parents’ involvement significantly correlated to student’s English learning achievement. The findings were supported by the
correlation analysis result that there is very high correlation between parents’
involvement and student’s English learning achievement. Furthermore, according to the result of ended question, it is found that
14.2 parents role as a monitor, 39 parents role as an advocate in economy,
2
Sugiyono, Metode Penelitian Pendididkan: Pendekatan Kuantitatif, Kualitatif dan RD, Bandung: Alfabeta, 2013, p. 257.
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.
