19
4 As model
As the home is the first classroom, the family members are the first teachers. The mother is the most important figure in this process but all
family members contribute. If family members can understand that the child is receiving stimuli from his environment even though reaction may not be
noted to signal this, they will be a more effective teacher.
38
Some insight may be gleaned nevertheless
from pupils’ thought on the encouragement they think their parents give.
39
In foreign language learning, input is an essential component for learning. It provides the crucial evidence from which learners can form
linguistic hypotheses.
40
After getting input by hearing the surrounding, the children try to interact with the other people. Interaction facilities the process of acquiring a
second language and foreign language as it provides learners with opportunities to receive modified input and to receive feedback, both
explicitly and implicitly, which in turn may draw learners’ attention to problematic aspects of their inter language and push them to produce
modified output.
41
Interaction is important because it is in this context that learners receive information about the correctness and, more important, about
the incorrectness of their utterances. In theory, pupils who hear their parent and friends at home interesting in
a foreign language with guests at home may have more appreciation of the usefulness of the target language than those who do not have this opportunity.
The hypothesis of the research which has been done by Gary N. Chambers is pupils who hear the target language spoken at home and who claim to know
38
Van Hattum, op. cit., p. 55.
39
Chambers, op. cit., p. 84.
40
Susan M. Gass and Alison Mackey, Theories in Second Language Acquisition, ed. Bill VanPatten and Jessica Williams, New Jersey: Lawrence Erlbaum Associates, 2007 , p. 177.
41
Ibid., p. 194.
20
people, who speak the target language as their mother- tongue, may be more aware of the usefulness of the target language.
42
B. Conceptual Framework
English which has been stated as a foreign language in Indonesia becomes one of important subject that is needed to be learned because it is examined in the
National Final Examination in Indonesia. Students, parents, teachers and school are trying to impro
ve and achieve good goals for examination. Thus, students’ English learning achievement also seems to be concerned.
S tudents’ learning achievement can be influenced by many factors either
internal factors including physiology and psychology or external factors including social and nonsocial factor. All of the factors are allied to affect the students’
achievement and support each other. Parents become one of the factors that influence
students’ learning achievement because children’s education starts from home. That way, parents
have a big role in making their children reach a good learning achievement especially in English lesson. Parents commonly involve in many aspect of their
children’s’ life especially education. Parents’ involvement, in this research is divided into two ways of involvement; they are home-based and school-based.
Students whose parents get involved in their education hopefully will have encouragement to learn English. On the other words, it may be helpful if their
home envir onment and their parents’ involvement in their education are good.
In conclusion, the students whose parents involve in their education may get a better score in English subject. And there will be a positive correlation
between parents’ involvement and students’ English learning achievement.
42
Chambers, op. cit., p. 94.
21
C. The Previous Related Study
The research about parents’ involvement and students’ academic
achievement was done by Schute, et. al., Topor, et. al., Pomerantz, et. al., and Fitriah AB.
Firstly, the paper discussed by Schute, et. al. on the title “A Review of a
Relationship between Parental Involvement and Secondary School Students ’
Academic Achievement”. This paper reviews the research literature on the relationship between parental involvement PI and academic achievement, with
special focus on the secondary school middle and high school level. The results firstly present how individual PI variables correlate with academic achievement
and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to
academic achievement show promise: a communication between children and parents about school activities and plans, b parents holding high
expecta tionsaspirations for their children’s schooling, and c parents employing
an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of non-experimental research and the different
effects of childr en’s versus parents’ perspectives on academic achievement.
43
Secondly, the research that had done by Pomerantz, Moorman and Litwack with the title
“The How, Whom and Why Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better”. The researchers aim to
show that the factors beyond the extent of parents involvement may be of import. In this article, the case study is made to know about the consideration of the how,
whom, and why of parents involvement in childrens academic live is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become
involved determines in large part the success of their involvement. It is argued as well that parents involvement may matter more for some children than for others.
Finally, the issue of why parents should become involved is also considered as a significant influence to children’s academic live.
44
43
Schute, op. cit., p. 1-11.
44
Eva M. Pomerantz, et. al., op. cit., p. 374-410.
22
Thirdly, the related research that the researcher chose is from Topor et. al. on the research
“Parents Involvement and Student Academic Performance: A Multiple Mediational Analysis
”. The research is about parent involvement in a childs education which is consistently found to be positively associated with a
childs academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two
potential mechanisms of this association: the childs perception of cognitive competence and the quality of the student-teacher relationship. This study used a
sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent
involvement and a childs academic performance, over and above the impact of the childs intelligence. A multiple mediation model indicated that the childs
perception of cognitive competence fully mediated the relation between parent involvement and the childs performance on a standardized achievement test. The
quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the childs classroom academic
performance.
45
The last is Fitriah AB, in her skripsi “The Correlation between Parents’
Involvement and Students’ English Achievement” A correlational study at the eighth grade students of MTs Negeri Tangerang II Pamulang aims to know the
influence of parents ’ involvement on students’ English achievement at the first
semester of academic year 20082009 at MTsN II Pamulang. She conducted a correlational research by using quantitative descriptive. The techniques of
collecting data are questionnaire, documentation, interview and observation. The finding of this
study is that the influence of parents’ involvement is adequate on second grade students of MTsN II Pamulang. It is shown by the result of the
research 0.402 which belongs to medium correlation. It means that their parents’
45
David R. Topor et. al. Parents Involvement and Student Academic Performance: A Multiple Mediational Analysis, J Prev Interv Community, 383, 2010, p. 183-197.
23
involvement as the monitor, as an advocate in economy, as the motivator and as the model is suffi
cient to support the students’ English achievement.
46
However, of all four previous researches drawn, this study has four big differences from them. Firstly, this research used a quantitative approach
employing correlational method to know the correlative calculation between the variables and so it differs this study from the previous study which mostly using a
qualitative approach. Secondly, the parents ’ involvement in this study was
narrowed down into two kinds of involvement which are based at home and based at school as it was ada
pted and adopted from Schute’s journal article. Thirdly, neither academic performance nor academic achievement, the researcher tried to
narrowed the study and only used a cognitive achievement from three academic achievements in the school -cognitive, affective and psychomotor, to specified the
academic achievement. The last, the study was quite different from the research done by Fitriah AB because the researcher used more data -an open ended
question about parents’ perception toward their contribution to their children’s academic achievement, to triangulate the correlative result.
In conclusion, the researcher had done more varied techniques and data to research the correlation between parents’ involvement and student’s English
learning achievement to provide the readers deeper about this issue.
D. The Research Descriptive Hypothesis
The influence of parents’ involvement to the cognitive achievement in English lesson should be about 75-
90 because parents’ have a very close related relationship to the students’ daily lives.
46
Fitriah AB, The Correlation between Parents’ Involvement and Students’ English
Achievement A correlational study at the eighth grade students of MTs Negeri Tangerang II Pamulang, UIN Jakata: 2009, Unpublished Skripsi.
