C O R R E L A T I O N B E T W E E N P A R E N T S ' I N V O L V E M E N T AND S T U D E N T S ' E N G L I S H A C H I E V E M E N T T O T H E E I G H T H G R A D E S T U D E N T S A T SMP NEGERI1 LAHAT THESIS
C O R R E L A T I O N B E T W E E N P A R E N T S ' I N V O L V E M E N T AND
STUDENTS'
E N G L I S H A C H I E V E M E N T T O T H E E I G H T H G R A D E S T U D E N T S A T SMP
NEGERI 1 LAHAT
THESIS
BY
ANGGIA INDANI
N I M 372012025
UNIVERSITY OF MUHAMMADIYAH
PALEMBANG
F A C U L T Y O F T E A C H E R T R A I N I N G AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
AUGUST
2016
C O R R E L A T I O N B E T W E E N P A R E N T S ' I N V O L V E M E N T AND S T U D E N T S '
E N G L I S H A C H I E V E M E N T T O T H E E I G H T H G R A D E STUDENTS A T SMP
NEGERI 1 LAHAT
THESIS
Present to
Muhammadiyah University Palembang
in partial fulfillment of the requirements
for the Degree of Sarjana
in Enghsb Language Education
By
Anggia Indani
N I M 372012025
UNIVERSITY OF MUHAMMADIYAH
PALEMBANG
F A C U L T Y O F T E A C H E R T R A I N I N G AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
August 2016
i
The thesis U written by Anggia Indani has been certified to be examined
Palembang, August 2016
Advisor I ,
Prof. Dr. Rusman Roni, M.Pd.
Palembang, August 2016
Sri Yuliani, S.Pd., M.Pd.
it
This is to certify that Sarjana's thesis of Anggia Indani has been approved by
the Board of examiners as the requirement for the S a r j a n a degree in English
Language Education
Prof. D r . Rusman Roni, M.Pd., Chairperson
Sri YuUani, S.Pd., IVl.Pd., Member
K u r n i a Saputri, S.Pd., M.Pd., Member
Acknowledged by
Approved b y
The P i t Head of
The Dean of
English Education Study Program,
F K I P UMP,
Sri Yuliani, S,PtL, M . P d .
iii
MOTTO
AND DEDICA
TION
MOTTO
>
'Choose
your
>
your
friends
caution,
p l a n your
f u t u r e with
purpose
& frame
faith"
life with
"Sharing
with
is giving
without
losing"
DEDICATION
This thesis dedicated
>
to:
My beloved
Sandy)
parents
(Inung
who always
S y a h r i & S r i Yuniati),
love, support,
pray,
care
my dearest
sister
my study
me to finish
(Melany
and
this
thesis.
>
H o n o r a b l e my advisors:
M.Pd.
>
T h a n k s for your guidance
H o n o r a b l e my
especially
>
Prof. Dr. Rusman
lecturers
in E n g l i s h
My partner
who
always
and help so that I can finish my
in M u h a m m a d i y a h University
My
best
friends:
S.Pd.,
thesis.
of
Palembang
Department
love,
support,
pray,
need. I hope two of us be success person
>
Roni, M.Pd and S r i Yuliani,
care
and help
me whenever
I
in f u t u r e . A a m i i n .
I n t a n I n d a h K u m i a s i h ( i n t u n ) , D e t a Franscisca.
Siti
M a r y a n i , D w i O k t a r i n a ( b i y u n g ) . Deny K a r i n a , i n d a h P e r m a t a S a r i
(indol),
A r m a s a r i , D e w i N u r i t a s a r i , I r w a n i D a m a y a n t i (Iren).
friendship,
person
help, and nice time
we had together.
T h a n k s for
I hope
all of us be
your
success
in the f u t u r e . A a m i i n
>
My member
affinal
exam / compree
>
My struggle
friends
in FKIP UMP E n g l i s h Department'!
>
All my beloved
friends
friendly
helps.
and
Yulia A n e k a P u t r i , A r n i z a , and A m a l i a
2, A class.
in PPL at SMA N e g e r i 1 8 Palembang.
iv
T h a n k s for
your
>
>
AH my KKN friends
Palembang.
T h a n k s for
My beloved
teachers
L a h a t that given
>
in K e l u r a h a n D u k u . Kecamatan
My
great
experiences
many
especially
a change
almamater,
Muhammadiyah
Finally,
everything
thanks
that we
class
VIII.
to do research
and
also
l l i r T i m u r II
shared.
1 and
VIII.
2 at SMP N e g e r i 1
so I can finish thus
my
Kota
green
campus
thesis
University
of
Palembang.
for your
and struggles
that were so much stories
a l l support
also sacrifices
after
4 years.
I received
that I've been t h r o u g h . I've been
in my life. T h a n k y o u .
V
so
many
imagined
ACKNOWLEDGMENTS
I l n n I n the name
o f A l l a h , the Beneficent,
the
Merciful
First o f all, the writer w o u l d like t o thanks t o Allah S W T , the lord o f universe,
that give h e r chance a n d also f o r its blessing a n d guidance
entitled " T h e Correlation between
Parents'
i n writing this
Involvement a n d Student's
A c h i e v e m e n t t o t h e eighth grade students at S M P Negeri
thesis
English
1 Lahat". Peace a n d
blessing be upon our prophet M u h a m m a d S A W , h i sfamilies, his companion, a n d h i s
followers.
T h i s thesis w a s w r i t t e n t o fulfill o n e t h e requirements
English
Education
Study
Program,
Language
f o r S I Degree
and Arts Education
at
Department,
Faculty o f Teacher Training and Education, M u h a m m a d i y a h University Palembang
in academic year 2015/2016. T h e w r i t e r w o u l d like t o express h e rdeepest gratitude t o
her advisors: Prof. D r . R u s m a n R o n i , M . P d a n d S r i Y u l i a n i , S.Pd., M . P d f o r their
guidance a n d advice d u r i n g t h e process o fw r i t i n g this thesis. H e r great
appreciation
is c o n v e y e d t o A b i d D j a z u l i , S.E., M . M , Rector o f U n i v e r s i t y o f M u h a m m a d i y a h
Palembang, Drs. H . E r w i n Bakti, M.Si., Dean o f Faculty o f Teacher Training a n d
Education, Sri Y u l i a n i , S.Pd., M . P d . , H e a d o f E n g l i s h Education Study P r o g r a m f o r
their assistance i n administrative matters. T h e w r i t e r also w o u l d like gratitude t o all
her
lecturers
w h o taught
h e r during h e r study
vtl
at t h e E n g l i s h E d u c a t i o n
Study
Program, Faculty o f Teacher Training and Education, University o f M u h a m m a d i y a h
Palembang.
T h i s thesis w a s w r i t t e n o n t h e basis o f t h e research at S M P N e g e r i 1 L a h a t .
T h e writer also w o u l d like to express her deepest gratitude to the headmaster o f S M P
N e g e r i 1 L a h a t, L e l y Juiaisa, S E . , f o r a l l teacher a n d staff, a n d the students f o r their
cooperation.
L a s t but n o t least, dearest t h a n k f u l n e s s w o u l d also be express h e r deepest
respect and sincere gratitude to her b e l o v e d parents, grandparents, sisters, best friends
and all friends for their loves, supports, helps and prayers.
F i n a l l y , t h e w r i t e r b e l i e v e s t h a t t h i s t h e s i s w a s s t i l l f a r from b e i n g p e r f e c t a n d
has s o m e weaknesses i n t e r m o f g r a m m a r , content and style. Therefore, their writer
w e l c o m e s suggestion and c o m m e n t s for the i m p r o v e m e n t o f this thesis.
Palembang,
The Writer
AI
viii
August 2016
CONTENTS
Pages
i
TITLE
ii
AGREEMENT
i "
APPROVAL PAGE
MOTTO
'V
ABSTRACT
vi
vii
ACKNOWLEDGEMETS
CONTENTS
''f
LIST OF T A B L E
xi
xii
LIST OF APPEDICES
CHAPTER I INTRODUCTION
1.1.
1.2.
1.3.
1.4.
1.5.
Background
P r o b l e m o f the Study
Objective o f the Study
Significance o f the Study
Hypotheses o f the Study
1
4
4
4
5
CHAPTER II L I T E R A T U R E R E V I E W
2.1. Parents' Involvement
2.2. Parents' R o l e i n Students' Academic Lives
1. Parents' I n v o l v e m e n t B a s e d at H o m e a n d S c h o o l
2. Parents' I n v o l v e m e n t i n Student's English Learning
2.3. Factors Affecting Students' A c h i e v e m e n t
1. I n t e r n a l Factors
2. External Factor
3. A p p r o a c h l o learning
2.4. Definition o fStudents' A c h i e v e m e n t
2.5. Previous Related Study
C H A P T E R I I I M E T H O D AND P R O C E D U R E R E S E A R C H
3.1. M e t h o d o fResearch
3.2. T h e O p e r a t i o n D e f i n i t i o n
1. C o r r e l a t i o n
2. Parent
3. Parental I n v o l v e m e n t
4. Students' English A c h i e v e m e n t
3.3. P o p u l a t i o n a n d S a m p l e
ix
6
16
17
19
21
21
22
22
23
24
26
27
27
27
27
28
28
3.3.1. Population
3.3.2. S a m p l e
3.4. T e c h n i q u e f o r Collecting D a t a
3.4.1. Questionnaire
3.4.2. D o c u m e n t a t i o n
3.5. V a l i d i t y a n d Reliability
3.5.1. Validity o f T h e Instrument
3.5.2. Reliability o f T h e Instrument
3.6. T e c h n i q u e for A n a l y z i n g T h e D a t a
28
29
29
29
21
31
31
31
32
C H A P T E R I V FINDING AND I N T E R P R E T A T I O N
4.1. F i n d i n g o f the Study
33
4.1.1. T h e Result o fParents' I n v o l v e m e n t a n d Students' E n g l i s h
Achievement
33
4.1.2. Pearson Product-moment Correlation Analysis
38
4.1.2 1 T h e Correlation o f Parents' I n v o l v e m e n t a n d
Students' English Achievement
38
4.2. Interpretation
39
C H A P T E R 5 C O N C L U S I O N AND S U G G E S T I O N
A. Conclusion
B. Suggestions
40
41
REFERENCES
42
APPENDICES
44
X
LISTS OF
TABLES
Tables
Pages
1. E p s t e i n ' s F r a m e w o r k T y p e 1
2
2. Epstein's F r a m e w o r k T y p e 2
9
3. Epstein's F r a m e w o r k T y p e 3
10
4. Epstein's Framework T y p e 4
12
5. E p s t e i n ' s F r a m e w o r k T y p e 5
13
6. Epstein's F r a m e w o r k T y p e 6
15
7. Factors that Influence Students' A c h i e v e m e n t
23
8. P o p u l a t i o n o f t h e S t u d y
28
9. S a m p l e o f the S t u d y
29
10. Indicators o f Parents' I n v o l v e m e n t
30
11. The Questionnaire Scoring
30
12. T h e L e v e l o f C o r r e l a t i o n
32
13. T h e Statistical Score o f Parents' I n v o l v e m e n t ( X ) and Student's
Achievement
English
34
14. T h e F r e q u e n c y o f Parents' I n v o l v e m e n t
34
15. Figure o f Parents' I n v o l v e m e n t
36
16. The Frequency o f Students' E n g l i s h A c h i e v e m e n t
36
17. F i g u r e o f Students' E n g l i s h A c h i e v e m e n t
37
18. T h e Result o f C o r r e l a t i o n Calculation
38
xi
LIST OF APPENDICES
Appendices
Pages
1.
Appendix 1
44
2.
Appendix 2
47
3.
Appendix 3
47
4.
Appendix 4
48
5.
Appendix 5
49
6.
Appendix 6
51
7.
Appendix 7
52
8.
Sural Keputusan D e k a n tentang Pengangkatan Dosen Pembimbing
53
9.
U s u i Judul dan Pembimbing Skripsi
54
10. S u r a l P e r m o h o n a n Riset dari Fakultas
55
11. Sural Izin Riset dari Diknas
56
12. L a p o r a n K e m a j u a n B i m b i n g a n S k r i p s i
58
13. B u k t i T e l a h M e m p e r b a i k i S k n p s i
59
14. S u r a l K e t e r a n g a n P e r t a n g g u n g j a w a b a n S k r i p s i
60
15. C u r r i c u l u m vitae
61
xii
CHAPTER I
INTRODUCTION
T h i s chapter consists o f ( 1 ) background, ( 2 ) t h e p r o b l e m o f the study, ( 3 )
objective o f the problem, (4) significance o f the study, a n d ( 5 ) t h e hypotheses o f
the study.
1.1 Background
English is considered t o be important t o be learned because it is o n e o f
international languages used t o c o m m u n i c a t e a n d develop relationship w i t h t h e
countries i n the world wide and the competence
i n it is important i n career
development. T h u s student need understand a n d use E n g l i s h t o i m p r o v e their
c o n f i d e n c e t o face g l o b a l c o m p e t i t i o n .
Language
in the world
is the most
impossible f o r people t o c o m m u n i c a t e
i m p o r t a n t i n life because it is
w i t h other a n d carry o n their daily
activities. I t means that E n g l i s h as a means o f c o m m u n i c a t i o n i n almost a l l
countries, including Indonesia. I n t h e context o f Indonesia, E n g l i s h as a foreign
language. E n g l i s h is t h e n a s s u m e d as b e i n g a n i m p o r t a n t subject that m u s t be
taught at schools, f r o m j u n i o r h i g h school t o senior high school w i t h being offered
as general course i n universities. E v e r y i n grade o f e l e m e n t a r y schools, E n g l i s h is
offered as a n elective subject o r local curricular content.
S c h o o l become a second place t o give education after education at h o m e .
At s c h o o l s t u d e n t s w i l l s t u d y a n y s u b j e c t t h a t g i v e n b y t e a c h e r . I n a d d i t i o n ,
parents h a s effect i n h e l p i n g their c h i l d r e n t o learn a n y subject offered b y school
1
i n c l u d i n g E n g l i s h s u b j e c t a t h o m e b e c a u s e t h e y c o u l d be m o t i v a t o r a n d f a c i l i t a t o r
to their children learning
Parents
who
are
achievement.
the
students'
closest
persons
have
an
important
r e s p o n s i b i l i t y t o m a k e t h e i r c h i l d r e n r e a l i z e t h a t E n g l i s h is a n essential l a n g u a g e .
S o m e students are l u c k y t o have parents w h o are c o n c e r n e d w i t h t h e i r education,
a n d h a v e t h e d e s i r e t h a t t h e i r c h i l d r e n s h o u l d be a b l e t o m a s t e r
English. T o
achieve this purpose, m a n y parents send their children to private courses to have
extra E n g l i s h classes. H o w e v e r , they still need guidance f r o m their parents and
expect that their parents w i l l support t h e m in learning E n g l i s h . I n contrast,
other
students do not have that k i n d o f parents for example, since both o f their parents
are w o r k i n g . S o they have n o t i m e t o i n v o l v e i n their children schooling.
A s one o f factors w h i c h influence students' achievement, parents have an
i m p o r t a n t role in affecting students" learning achievement.
I t is s u p p o r t e d
by
Delores C . Pena, Parent I n v o l v e m e n t : I n f l u e n c i n g Factors and Implications, T h e
Journal o f Educational Research (2000:42), findings and statements about parents.
Parents w h o i n v o l v e in student's academic lives have m a n y positive benefits for
s t u d e n t s , t h e m o s t i m p o r t a n t o f w h i c h is e n h a n c e d s t u d e n t ' s a c h i e v e m e n t ,
long year
studies,
Pena
did a case study
about
the
influence
i n her
o f parents'
i n v o l v e m e n t in a large urban c i t y i n A m e r i c a . T h e f i n d i n g s s h o w that parents
c o u l d actually g i v e their best i n v o l v e m e n t t o school activities and
benefit to influence's student's achievement.
potentially
Further, the studies d r a w that the
i n v o l v e m e n t o f parents c o u l d be i n a v a r i e t y o f r o l e s a n d a r e a s a n d m o s t l y b e c o m e
partners in education o f their children.
Other supported data w h i c h shows the importance o f parents w h o i n v o l v e
2
i n education a n d influence student's a c h i e v e m e n t are stated i n P o m e r a n t z ' j o u r n a l
article. F i r s t l y , h o w parents react t o w a r d t h e students is c r i t i c a l t o t h e success o f
their involvement in thejr academic
l i v e s and it g i v e s m o r e b e n e f i t t o
some
students. Secondly, parents' i n v o l v e m e n t also give benefits not o n l y for children's
achievement but also for their psychological functioning m o r e broadly.
T h e r e f o r e , t h e f o c u s o f t h e s t u d y is o n p a r e n t s ' i n v o l v e m e n t base at s c h o o l
a n d based at h o m e because s t u d e n t ' s a c h i e v e m e n t is n o t o n l y f r o m t h e t e a c h i n g
l e a r n i n g process i n t h e s c h o o l b u t it also d e t e r m i n e d b y r o l e a n d the e a r l y
c h i l d h o o d t o t h r o u g h o u t s c h o o l y e a r s at h o m e .
W h e n the writer did in Teaching Practice Program, the writer found that
s o m e students told to m e that their parents g i v i n g m o t i v a t i o n qnd support i n study
e s p e c i a l l y i n E n g l i s h subject. S o , t h e y as a c h i l d r e n has r e s p o n s i b l e t o m a k e t h e i r
parents to proud o f t h e m and also they have to study hard especially i n E n g l i s h
subject. Because s o m e students said that their parents has o p i n i o n i f s o m e o n e can
speaking E n g l i s h or understand about E n g l i s h so they can c o m m u n i c a t e
with
people f r o m other country, can get j o b easily, and t h e i r parent also t h i n k i f
s o m e o n e c a n s p e a k E n g l i s h c a n be p r i o r i t y at t h e c l a s s r o o m . A n d t h e students a l s o
agree w i t h their parents o p i n i o n ' s .
Based o n the condition, the writer w a s concerned
with "Correlation
between parents' i n v o l v e m e n t and the students' English achievement to the eighth
grade students at S M P N 1 L a h a t " .
3
1.2
Problem of the Study
In this study, the w r i t e r f o r m u l a t e d the p r o b l e m o n the f o l l o w i n g question :
"Js t h e r e a n y s i g n i f i c a n c e c o r r e l a t i o n b e t w e e n p a r e n t s ' i n v o l v e m e n t a n d s t u d e n t s '
E n g l i s h a c h i e v e m e n t t o t h e e i g h t h g r a d e s t u d e n t s a t SMP N e g e r i 1 L a h a t ? "
1.3 Objectives of thp Stu((y
R e f e r r i n g t o t h e p r o b l e m q b o v e , t h e o b j e c t i v e o f t h i s s t u d y w a s t o find o u t
w h e t h e r o r n o t t h e r e \s a n y s i g n i f i c a n t c o r r e l a t i o n b e t w e e n p a r e n t s i n v o l v e m e n t
and students' English achievement to the eighth grade students at S M P Negeri 1
Lahat.
1.4 Significance of the Study
The s i g n i f i c a n c e rif t h e s t u d y a s f o l l o w s :
1) T o the R e s e a r c h e r
T h e writer hope this researcher can give useful i n f o r m a t i o n and can clearly
understand
English
about correlation between
parents' i n v o l v e m e n t a n d students
achievement.
2 ) T o the Teacher
T h e result o fthis study is expected t o give i n f o r m a t i o n t o t h e teacher o f
English
about correlation between parents' involvement and students' English
a c h i e v e m e n t , a n d h o w best t h e y can b u i l d the c o n n e c t i o n w i t h students' parent
in e d u c a t i o n a l p r o c e s s .
4
3) T o the Parents
T h e r e s u l t o f t h i s s t u d y is e x p e c t e d c a n g i v e g e n e r a l i n f o r m a t i o n t o t h e p a r e n t s
a b o q t t h e i r i n v o l v e m e n t i n E n g l i s h l e a r n i n g . S o t h e y c a n t r y t o find s o m e
solutions i n improving their involvement toward their children i n English
learning.
4) T o the Other Researcher
Hopefully, this study w i l l contribute as a good reference for other researchers
w h o conduct a study w i t h the s i m i l a r case study.
1.5 (hypotheses of t|ie Study
T h e h y p o t h e s e s o f t h i s s t u d y w e r e as f o l l o w :
Ha : there i s a n y significance c o r r e l a t i o n between parents" i n v o l v e m e n t and
students' English achievement
t o the eighth grade students at S M P
Negeri I Lahat.
H o : t h e r e is n o a n y s i g n i f i c a n c e c o r r e l a t i o n b e t w e e n p a r e n t s " i n v o l v e m e n t a n d
pmdents'
Epgli^ft aPhievement
jMpgpfi I Lahat.
5
t p t\\^ e i g h t h g r a d e s t q d e n t s a t S M P
CHAPTER II
UTERATURE REVIEW
T h i s chapter consists o f ( 1 ) parents' involvement, ( 2 ) parents' role i n
students' academic lives, ( 3 ) factors affecting student's achievement, (4) detlnition
o f students" a c h i e v e m e n t ( 5 ) p r e v i o u s related study.
2 . 1 Parents' Involvement
O n e reason f o r importance o f the f a m i l y is it has t h e m a i n responsibility
for socializing children i n t h e crucial early years o f life. T h e f a m i l y is w h e r e
c h i l d r e n e s t a b l i s h t h e i r first c l o s e e m o t i o n a l t i e s , l e a r n / a c q u i r e l a n g u a g e , a n d
begin t o internalize cultural norms a n d values.
M o s t children have t w o m a i n educators i n their lives - their parents a n d
their teachers. Parents are the p r i m e educators until the child attends a n early
y e a r s setting o r starts s c h o o l a n d t h e y r e m a i n a m a j o r i n f l u e n c e o n their c h i l d r e n
l e a r n i n g t h r o u g h o u t s c h o o l a n d t>eyond. T h e s c h o o l a n d parents b o t h have c r u c i a l
roles t o play. T h e r e is n o universal agreement o n w h a t parental i n v o l v e m e n t is, i t
can take m a n y forms, f r o m i n v o l v e m e n t at the school (as a governor, helping i n
the classroom o r during lunch breaks) through t o reading t o the child at home,
teaching songs o r nursery r h y m e s a n d assisting w i t h h o m e w o r k .
T h i s c a n be categories into t w o broad strands: Parents' i n v o l v e m e n t i n t h e
life o f t h e school. T h e i r i n v o l v e m e n t i n support o f t h e individual child at h o m e .
T h i s is focused o n t h e second o f these, as there is consistent evidence o f t h e
educational
benefits
o f i n v o l v i n g parents i n their child's
6
learning at home.
Because o f the c o m p l e x interaction between a n u m b e r o f factors (and o n l y some
o f w h i c h have been taken into account in the analysis) i tis difficult to prove that
one capses the other, the research instead demonstrates that a relationship exists
between parental jnvolvement and achievement.
Epstein's
framework
o f six major types o f parental i n v o l v e m e n t is a m o n g
the most useful tools developed
b y t h e field t h u s f a r f o r d e f i n i n g p a r e n t a l
i p v o l v e m e n t practices and j i n k i n g t h e m w i t h certain type's outcomes. T h i s w i d e l y
accepted
framework
guides t o help educators develop comprehensive
family
school partnerships. T h e six types o f parental i n v o l v e m e n t include:
Eipstein's Framework of Six Types of Involvement
(Including: Sample Praet^eps, Cbalenges, Redefinitious, and Expected Result)
TYPE 1
PARENTING
H e l p a i l f a m i l i e s establish h o m e e n v i r o n m e n t s to support children as students.
Sample Practices
•
•
Suggestions f o r h o m e c o n d i t i o n s that support l e a r n i n g at each grade level.
W o r k s h o p s , videotapes, computerized phone messages o n parenting and child
r e a r i n g at each age a n d g r a d e l e v e l .
•
P a r e n t education and other courses o r t r a i n i n g f o r parents (e.g., G E D , colledge
credit, family literacy).
•
F a m i l y support p r o g r a m s t o assist f a m i l i e s w i t h h e a l t h , n u t r i t i o n , a n d o t h e r
services.
•
H o m e visits at t r a n s i t i o n points t o pre-school, e l e m e n t a r y , m i d d l e , and h i g h
school. Neighborhood meetings to help families understand school and to help
schools understand families.
Challenges
•
Provide i n f o r m a t i o n to all families w h o w a n t it or w h o need it, not j u s t t o the
f e w w h o c a n a t t e n d w o r k s h o p s o r m e e t i n g s at t h e s c h o o l b u i l d i n g .
7
•
p n a D l c T«nii|tcS lO s n a r e i n r o n u a i - i o n w i i n s t - r i u u i a u u u i t - u i i u i c , u a u ^ g i u u i i u .
children's talent and needs.
•
M a k e sure that all i n f o r m a t i o n t o r a n d f r o m f a m i l i e s is clear, usable, a n d l i n k e d
to children's success i n school
Redefinition
•
worKsnop
t o m e a n m o r e m a n a m e e t i n g a o o u i a l o p i e i i e i u a i u i c j>cnuui
b u i l d i n g at a particular t i n t e . " W o r k s h o p " m a y also m e a n m a k i n g i n f o r m a t i o n
a b o u t a t o p i c a v a i l a b l e ip a v a r i e t y o f f o r m s t h a t c a n be v i e w e d , h e a r d , o r r e a d
anywhere, anytime, in varied forms.
KesuiTs l o r stupepts
•
•
A w a r e n e s s o j l a m i i y supervision, respect lor parents.
•
Balance b e t w e e n t i m e spent o n chores, o n other activities, a n d o n h o m e w o r k .
t
G o o d or i m p r o v e d attendance.
f
Awareness o f importance o f school.
Positive nersonal Qualities habits beliefs and value as thousht bv family.
Results of Parent^
* Understanding o f and confidence about parenting, child and adolescent
d e v e l o p m e n t , a n d c h a n g e s i n h o r p e c o n d i t i o n s for l e a r n i n g a s c h i l d r e n p r o c e e d
through school.
•
•
A w a r e n e s s o f o w n and others' challenges i n parents.
F e e l i n g o f support f r o m school and other parents.
Result for teacher
•
Understanding f a m i l i e s background, cultures, concerns, goals, needs, and
views o f their children.
•
Respect for f a m i l i e s ' strengths and efforts.
•
Understanding o f student diversity.
•
A w a r e n e s s o f o w n skills t o share i n f o r m a t i o n o n c h i l d d e v e l o p m e n t .
8
TYPE 2
COMMUNICATING
Design effective forms o fschool-to-home and home-to-school communications
about school programs a n d children's progress.
Sample P r a c t i c e s
•
•
•
C o n f e r e n c e s w i t h e v e r y p a r e n t a t least o n c e a year, w i t h f o l l o w - u p s a s n e e d e d .
L a n g u a g e translators t o assist f a m i l i e s a s needed.
W e e k l y o r m o n t h l y folders o f student w o r k sent h o m e f o r r e v i e w a n d
comments.
•
Parent/student pickup o f report card, w i t h conferences o n i m p r o v i n g grades.
B
R p o i i l a r * ; r h p H i i l p nf"ii»ipfiil n n f i r p ^ m p m n * ; n h n n p c a l l s n e w s l e t t e r s a n d o t h e r
communication.
%
Clear infnrmatinn n nchoosinp school noHcies nroprams reforms a n d
fransitions
1* n n l l ^ n a ^ c
B
r / ^ a H f i h i l i t v p l ^ i r i t v f c M m 54nH f r i * n i i f * n c v n f n i l m p m n ^ n o t i P P < v n n n
1 V a L J u L J I 11L y ^ V i^ 1 i ^ l l ^ ^
other print and nonprint communications.
T>p\/ipYi/ fVip
r\k> V 1 1 W
B
11 I v
C o n s i d p r n a r e n t s w h o H o n o t srieak F n p f i s h w e l l d o n o t read w e l l o r n e e d
lartie tvoe
B
R p v i p w thp nun 1 ilv o f m n i o r c o m m i in i m t inns (npwslptters rpnort cards
conference schedules, a n d s o o n ) .
B
I L ^ u l U l l ^ l l VJVV11UUI
LU
IIUJIIV.
i tl 'Um11
n
fHW v i cf*t\11 tnl 11
•
" C o m m u n i c a t i o n s about school programs a n d student progress" t o m e a n
t o - w a y , three-way, a n d m a n y - w a y channels o f c o m m u n i c a t i o n that connect
schools, families, students, a n d the c o m m u n i t y .
Results for Students
•
A w a r e n e s s o f o w n progress a n d o f action needed t o m a i n t a i n o r i m p r o v e
grades.
•
Understanding o f school policies o n behavior, attendance, a n d other areas o f
9
c i l IVI
student conduct.
•
•
Informed decisions about courses and programs.
Awareness o f o w n role in partnership, serving ascourier and communicator.
Results of Parents
•
•
•
•
1 Jnderstandinp school nroprams and nolicies
M o n i t o r i n g and awareness o f child's progress.
Responding effectively to students
problems.
I n t e r a c t i o n w i t h teachers and ease o f c o m m u n i c a t i o n w i t h school and teachers.
Result for Teacher
•
Increased d i v e r s i t y a n d use o r c o m m u n i c a t i o n s w i t h f a m i l i e s a n d awareness o f
o w n abilitv to commiinicatc clcarlv
•
•
A p p r e c i a t i o n f o r a n d use o f parent n e t w o r k f o r c o m m u n i c a t i o n s .
Increased ability to elicit and understand f a m i l y v i e w s o n children's programs
and progress.
TYPE 3
VOLUNTEERING
Recruit and organize parent help and support.
Sample Practices
•
S c h o o l and classroom v o l u n t e e r p r o g r a m to help teachers, administrators,
students, and other parents.
•
Parent r o o m o r family center for volunteer w o r k , meetings, resources for
families.
•
A n n u a l postcard survey to identify all available talents, times, and locations o f
volunteers.
•
Class parent, telephone tree, o r other structures t o p r o v i d e a l l f a m i l i e s w i t h
needed information.
•
Parent patrol o r other activities t o aid safety and operation o f school p r o g r a m .
Challenges
•
R e c r u i t v o l u n t e e r s w i d e l y so t h a t a l l f a m i l i e s k n o w that t h e i r t i m e a n d talents
are w e l c o m e .
10
•
M a k e flexible schedules f o r volunteers, assemblies, and events to enable
r \ ' : i i " f * t j f c \ x / h c \ \\/r%vw
fn
nfirticiniitc^
U c l l C l l l 2 i W l I U VVUIIV L U JJal LlVI|JaLV»
•
Organize volunteer w o r k ; provide training; match t i m e and talent w i t h school,
teacher, a n d student needs; a n d recognize efforts so that participants are
productive.
KcUvliniltUQ
•
V o l u n t e e r t o m e a n anyone w h o supports school goals and children s learning
o r d e v e l o p m e n t i n a n y w a y , a t a n y place, a n d a t a n y t i m e - n o t Just d u r i n g t h e
s c h o o l d a y a n d at t h e school b u i l d i n g .
Results for Students
•
B
Skill i n c o m m u n i c a t i n g w i t h adults.
lniT^>{ict='H
li^nmino of"ckillc thtit rpcfivp
lIlUlCa^CLI
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tiitorino o r
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volunteers.
•
Increased learning o f skills, talents, occupations, and contributions o f parent
and other volunteers.
Results of Parents
•
Understanding teacher's j o b , increase c o m f o r t i n school, a n d carry-over o f
s c h o o l activities at h o m e .
B
Splf-pnnfidpnrp ahoiit ahilitv t o w o r k i n *;rhnnl and w i t h r h i l d r p n o r t o take
OUll
W U I 1 1 1 V l ^ l lUW C^UWUL C i l - / l l l L y
VVWirX
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IrW H I 1V
steps t o i m p r o v e o w n education.
•
Awareness that families are w e l c o m e a n d valued at school.
V G a i n s i n specific skills o f volunteer w o r k .
Result for Teacjier
•
Readiness t o i n v o l v e families i n n e w ways, including those w h o d o n o t
volunteer at school.
•
•
A w a r e n e s s o f parents' talents a n d interests i n school a n d children.
Greater i n d i v i d u a l attention t o students, w i t h help f r o m volunteers.
u
TYPE 4
LEARNING AT HOME
P r o v i d e i n f o r m a t i o n a n d ideas t o f a m i l i e s about h o w t o help students at h o m e w i t h
h o m e w o r k and other curriculum-related activities, decisions, and planning.
Sample Practices
•
I n f o r m a t i o n f o r f a m i l i e s o n s k i l l s r e q u i r e d f o r s t u d e n t s i n a l l subjects at e a c h
grade.
•
I n f o r m a t i o n o n h o m e w o r k policies and h o w to m o n i t o r and discuss s c h o o l w o r k
at h o m e .
•
I n f o r m a t i o n o n h o w t o assist students t o i m p r o v e s k i l l s o n v a r i o u s class and
school assessments.
•
Regular schedule o f h o m e w o r k that requires students t o discuss a n f interact
w i t h f a m i l i e s o n w h a t t h e y are learning in class.
•
Calendars w i t h activities for parents and students at h o m e .
•
F a m i l y participation i n setting students goals each year and inplanning for
college or w o r k .
Challenges
•
D e s i g n and organize a regular schedule o f interactive h o m e w o r k (e.g., w e e k l y
or b i m o n t h l y ) that gives students responsibility for discussing important things
t h e y are l e a r n i n g and helps f a m i l i e s stay a w a r e o f content o f t h e i r c h i l d r e n ' s
classwork.
•
Coordinate f a m i l y linked h o m e w o r k activities, i f students have several
teachers.
•
I n v o l v e families and their children in all-important curriculum-related
decisions.
Redefinition
•
" H o m e w o r k " to mean not o n l y w o r k done alone, but also interactive activities
s h a r e d w i t h o t h e r s at h o m e o r i n t h e c o m m u n i t y , l i n k i n g , s c h o o l w o r k t o real
life.
•
" H e l p " at h o m e to m e a n encouraging, listening, reacting, praising, guiding,
12
m o n i t o r i n g , a n d discussing - n o t " t e a c h i n g " school subject.
KcsuiTS l o r a i u a e n i s
•
•
o a i n s i n s k i u s , a u i i i t i e s , a n u test scores i m K e o t o n o m e w o r K . a n u c i a s s w u r K .
Homework completion.
Positive attitude t o w a r d schoolwork.
#
V i e w O I p d r e n i d s m o r e s i m i i d r l o i c d e n e r d i i u o i n o i i i e as r i i u r c b i J i t i i d i l u
scnooi.
•
Self-concept o f ability as learner.
KcSUiTS 01 r a r e n i s
n
•
•
/
nmi/
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ANNn11r*oXRA
ON/H N A
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A
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N n o w n o w t o suppon, encourage, a n a neip siuaeni a i n o m e eacn year.
Discussions o f school classwork and h o m e w o r k
1
O
V f o o l V 1 1 J V I ij VI 1 VV • ^ VI %A
STUDENTS'
E N G L I S H A C H I E V E M E N T T O T H E E I G H T H G R A D E S T U D E N T S A T SMP
NEGERI 1 LAHAT
THESIS
BY
ANGGIA INDANI
N I M 372012025
UNIVERSITY OF MUHAMMADIYAH
PALEMBANG
F A C U L T Y O F T E A C H E R T R A I N I N G AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
AUGUST
2016
C O R R E L A T I O N B E T W E E N P A R E N T S ' I N V O L V E M E N T AND S T U D E N T S '
E N G L I S H A C H I E V E M E N T T O T H E E I G H T H G R A D E STUDENTS A T SMP
NEGERI 1 LAHAT
THESIS
Present to
Muhammadiyah University Palembang
in partial fulfillment of the requirements
for the Degree of Sarjana
in Enghsb Language Education
By
Anggia Indani
N I M 372012025
UNIVERSITY OF MUHAMMADIYAH
PALEMBANG
F A C U L T Y O F T E A C H E R T R A I N I N G AND E D U C A T I O N
ENGLISH EDUCATION STUDY PROGRAM
August 2016
i
The thesis U written by Anggia Indani has been certified to be examined
Palembang, August 2016
Advisor I ,
Prof. Dr. Rusman Roni, M.Pd.
Palembang, August 2016
Sri Yuliani, S.Pd., M.Pd.
it
This is to certify that Sarjana's thesis of Anggia Indani has been approved by
the Board of examiners as the requirement for the S a r j a n a degree in English
Language Education
Prof. D r . Rusman Roni, M.Pd., Chairperson
Sri YuUani, S.Pd., IVl.Pd., Member
K u r n i a Saputri, S.Pd., M.Pd., Member
Acknowledged by
Approved b y
The P i t Head of
The Dean of
English Education Study Program,
F K I P UMP,
Sri Yuliani, S,PtL, M . P d .
iii
MOTTO
AND DEDICA
TION
MOTTO
>
'Choose
your
>
your
friends
caution,
p l a n your
f u t u r e with
purpose
& frame
faith"
life with
"Sharing
with
is giving
without
losing"
DEDICATION
This thesis dedicated
>
to:
My beloved
Sandy)
parents
(Inung
who always
S y a h r i & S r i Yuniati),
love, support,
pray,
care
my dearest
sister
my study
me to finish
(Melany
and
this
thesis.
>
H o n o r a b l e my advisors:
M.Pd.
>
T h a n k s for your guidance
H o n o r a b l e my
especially
>
Prof. Dr. Rusman
lecturers
in E n g l i s h
My partner
who
always
and help so that I can finish my
in M u h a m m a d i y a h University
My
best
friends:
S.Pd.,
thesis.
of
Palembang
Department
love,
support,
pray,
need. I hope two of us be success person
>
Roni, M.Pd and S r i Yuliani,
care
and help
me whenever
I
in f u t u r e . A a m i i n .
I n t a n I n d a h K u m i a s i h ( i n t u n ) , D e t a Franscisca.
Siti
M a r y a n i , D w i O k t a r i n a ( b i y u n g ) . Deny K a r i n a , i n d a h P e r m a t a S a r i
(indol),
A r m a s a r i , D e w i N u r i t a s a r i , I r w a n i D a m a y a n t i (Iren).
friendship,
person
help, and nice time
we had together.
T h a n k s for
I hope
all of us be
your
success
in the f u t u r e . A a m i i n
>
My member
affinal
exam / compree
>
My struggle
friends
in FKIP UMP E n g l i s h Department'!
>
All my beloved
friends
friendly
helps.
and
Yulia A n e k a P u t r i , A r n i z a , and A m a l i a
2, A class.
in PPL at SMA N e g e r i 1 8 Palembang.
iv
T h a n k s for
your
>
>
AH my KKN friends
Palembang.
T h a n k s for
My beloved
teachers
L a h a t that given
>
in K e l u r a h a n D u k u . Kecamatan
My
great
experiences
many
especially
a change
almamater,
Muhammadiyah
Finally,
everything
thanks
that we
class
VIII.
to do research
and
also
l l i r T i m u r II
shared.
1 and
VIII.
2 at SMP N e g e r i 1
so I can finish thus
my
Kota
green
campus
thesis
University
of
Palembang.
for your
and struggles
that were so much stories
a l l support
also sacrifices
after
4 years.
I received
that I've been t h r o u g h . I've been
in my life. T h a n k y o u .
V
so
many
imagined
ACKNOWLEDGMENTS
I l n n I n the name
o f A l l a h , the Beneficent,
the
Merciful
First o f all, the writer w o u l d like t o thanks t o Allah S W T , the lord o f universe,
that give h e r chance a n d also f o r its blessing a n d guidance
entitled " T h e Correlation between
Parents'
i n writing this
Involvement a n d Student's
A c h i e v e m e n t t o t h e eighth grade students at S M P Negeri
thesis
English
1 Lahat". Peace a n d
blessing be upon our prophet M u h a m m a d S A W , h i sfamilies, his companion, a n d h i s
followers.
T h i s thesis w a s w r i t t e n t o fulfill o n e t h e requirements
English
Education
Study
Program,
Language
f o r S I Degree
and Arts Education
at
Department,
Faculty o f Teacher Training and Education, M u h a m m a d i y a h University Palembang
in academic year 2015/2016. T h e w r i t e r w o u l d like t o express h e rdeepest gratitude t o
her advisors: Prof. D r . R u s m a n R o n i , M . P d a n d S r i Y u l i a n i , S.Pd., M . P d f o r their
guidance a n d advice d u r i n g t h e process o fw r i t i n g this thesis. H e r great
appreciation
is c o n v e y e d t o A b i d D j a z u l i , S.E., M . M , Rector o f U n i v e r s i t y o f M u h a m m a d i y a h
Palembang, Drs. H . E r w i n Bakti, M.Si., Dean o f Faculty o f Teacher Training a n d
Education, Sri Y u l i a n i , S.Pd., M . P d . , H e a d o f E n g l i s h Education Study P r o g r a m f o r
their assistance i n administrative matters. T h e w r i t e r also w o u l d like gratitude t o all
her
lecturers
w h o taught
h e r during h e r study
vtl
at t h e E n g l i s h E d u c a t i o n
Study
Program, Faculty o f Teacher Training and Education, University o f M u h a m m a d i y a h
Palembang.
T h i s thesis w a s w r i t t e n o n t h e basis o f t h e research at S M P N e g e r i 1 L a h a t .
T h e writer also w o u l d like to express her deepest gratitude to the headmaster o f S M P
N e g e r i 1 L a h a t, L e l y Juiaisa, S E . , f o r a l l teacher a n d staff, a n d the students f o r their
cooperation.
L a s t but n o t least, dearest t h a n k f u l n e s s w o u l d also be express h e r deepest
respect and sincere gratitude to her b e l o v e d parents, grandparents, sisters, best friends
and all friends for their loves, supports, helps and prayers.
F i n a l l y , t h e w r i t e r b e l i e v e s t h a t t h i s t h e s i s w a s s t i l l f a r from b e i n g p e r f e c t a n d
has s o m e weaknesses i n t e r m o f g r a m m a r , content and style. Therefore, their writer
w e l c o m e s suggestion and c o m m e n t s for the i m p r o v e m e n t o f this thesis.
Palembang,
The Writer
AI
viii
August 2016
CONTENTS
Pages
i
TITLE
ii
AGREEMENT
i "
APPROVAL PAGE
MOTTO
'V
ABSTRACT
vi
vii
ACKNOWLEDGEMETS
CONTENTS
''f
LIST OF T A B L E
xi
xii
LIST OF APPEDICES
CHAPTER I INTRODUCTION
1.1.
1.2.
1.3.
1.4.
1.5.
Background
P r o b l e m o f the Study
Objective o f the Study
Significance o f the Study
Hypotheses o f the Study
1
4
4
4
5
CHAPTER II L I T E R A T U R E R E V I E W
2.1. Parents' Involvement
2.2. Parents' R o l e i n Students' Academic Lives
1. Parents' I n v o l v e m e n t B a s e d at H o m e a n d S c h o o l
2. Parents' I n v o l v e m e n t i n Student's English Learning
2.3. Factors Affecting Students' A c h i e v e m e n t
1. I n t e r n a l Factors
2. External Factor
3. A p p r o a c h l o learning
2.4. Definition o fStudents' A c h i e v e m e n t
2.5. Previous Related Study
C H A P T E R I I I M E T H O D AND P R O C E D U R E R E S E A R C H
3.1. M e t h o d o fResearch
3.2. T h e O p e r a t i o n D e f i n i t i o n
1. C o r r e l a t i o n
2. Parent
3. Parental I n v o l v e m e n t
4. Students' English A c h i e v e m e n t
3.3. P o p u l a t i o n a n d S a m p l e
ix
6
16
17
19
21
21
22
22
23
24
26
27
27
27
27
28
28
3.3.1. Population
3.3.2. S a m p l e
3.4. T e c h n i q u e f o r Collecting D a t a
3.4.1. Questionnaire
3.4.2. D o c u m e n t a t i o n
3.5. V a l i d i t y a n d Reliability
3.5.1. Validity o f T h e Instrument
3.5.2. Reliability o f T h e Instrument
3.6. T e c h n i q u e for A n a l y z i n g T h e D a t a
28
29
29
29
21
31
31
31
32
C H A P T E R I V FINDING AND I N T E R P R E T A T I O N
4.1. F i n d i n g o f the Study
33
4.1.1. T h e Result o fParents' I n v o l v e m e n t a n d Students' E n g l i s h
Achievement
33
4.1.2. Pearson Product-moment Correlation Analysis
38
4.1.2 1 T h e Correlation o f Parents' I n v o l v e m e n t a n d
Students' English Achievement
38
4.2. Interpretation
39
C H A P T E R 5 C O N C L U S I O N AND S U G G E S T I O N
A. Conclusion
B. Suggestions
40
41
REFERENCES
42
APPENDICES
44
X
LISTS OF
TABLES
Tables
Pages
1. E p s t e i n ' s F r a m e w o r k T y p e 1
2
2. Epstein's F r a m e w o r k T y p e 2
9
3. Epstein's F r a m e w o r k T y p e 3
10
4. Epstein's Framework T y p e 4
12
5. E p s t e i n ' s F r a m e w o r k T y p e 5
13
6. Epstein's F r a m e w o r k T y p e 6
15
7. Factors that Influence Students' A c h i e v e m e n t
23
8. P o p u l a t i o n o f t h e S t u d y
28
9. S a m p l e o f the S t u d y
29
10. Indicators o f Parents' I n v o l v e m e n t
30
11. The Questionnaire Scoring
30
12. T h e L e v e l o f C o r r e l a t i o n
32
13. T h e Statistical Score o f Parents' I n v o l v e m e n t ( X ) and Student's
Achievement
English
34
14. T h e F r e q u e n c y o f Parents' I n v o l v e m e n t
34
15. Figure o f Parents' I n v o l v e m e n t
36
16. The Frequency o f Students' E n g l i s h A c h i e v e m e n t
36
17. F i g u r e o f Students' E n g l i s h A c h i e v e m e n t
37
18. T h e Result o f C o r r e l a t i o n Calculation
38
xi
LIST OF APPENDICES
Appendices
Pages
1.
Appendix 1
44
2.
Appendix 2
47
3.
Appendix 3
47
4.
Appendix 4
48
5.
Appendix 5
49
6.
Appendix 6
51
7.
Appendix 7
52
8.
Sural Keputusan D e k a n tentang Pengangkatan Dosen Pembimbing
53
9.
U s u i Judul dan Pembimbing Skripsi
54
10. S u r a l P e r m o h o n a n Riset dari Fakultas
55
11. Sural Izin Riset dari Diknas
56
12. L a p o r a n K e m a j u a n B i m b i n g a n S k r i p s i
58
13. B u k t i T e l a h M e m p e r b a i k i S k n p s i
59
14. S u r a l K e t e r a n g a n P e r t a n g g u n g j a w a b a n S k r i p s i
60
15. C u r r i c u l u m vitae
61
xii
CHAPTER I
INTRODUCTION
T h i s chapter consists o f ( 1 ) background, ( 2 ) t h e p r o b l e m o f the study, ( 3 )
objective o f the problem, (4) significance o f the study, a n d ( 5 ) t h e hypotheses o f
the study.
1.1 Background
English is considered t o be important t o be learned because it is o n e o f
international languages used t o c o m m u n i c a t e a n d develop relationship w i t h t h e
countries i n the world wide and the competence
i n it is important i n career
development. T h u s student need understand a n d use E n g l i s h t o i m p r o v e their
c o n f i d e n c e t o face g l o b a l c o m p e t i t i o n .
Language
in the world
is the most
impossible f o r people t o c o m m u n i c a t e
i m p o r t a n t i n life because it is
w i t h other a n d carry o n their daily
activities. I t means that E n g l i s h as a means o f c o m m u n i c a t i o n i n almost a l l
countries, including Indonesia. I n t h e context o f Indonesia, E n g l i s h as a foreign
language. E n g l i s h is t h e n a s s u m e d as b e i n g a n i m p o r t a n t subject that m u s t be
taught at schools, f r o m j u n i o r h i g h school t o senior high school w i t h being offered
as general course i n universities. E v e r y i n grade o f e l e m e n t a r y schools, E n g l i s h is
offered as a n elective subject o r local curricular content.
S c h o o l become a second place t o give education after education at h o m e .
At s c h o o l s t u d e n t s w i l l s t u d y a n y s u b j e c t t h a t g i v e n b y t e a c h e r . I n a d d i t i o n ,
parents h a s effect i n h e l p i n g their c h i l d r e n t o learn a n y subject offered b y school
1
i n c l u d i n g E n g l i s h s u b j e c t a t h o m e b e c a u s e t h e y c o u l d be m o t i v a t o r a n d f a c i l i t a t o r
to their children learning
Parents
who
are
achievement.
the
students'
closest
persons
have
an
important
r e s p o n s i b i l i t y t o m a k e t h e i r c h i l d r e n r e a l i z e t h a t E n g l i s h is a n essential l a n g u a g e .
S o m e students are l u c k y t o have parents w h o are c o n c e r n e d w i t h t h e i r education,
a n d h a v e t h e d e s i r e t h a t t h e i r c h i l d r e n s h o u l d be a b l e t o m a s t e r
English. T o
achieve this purpose, m a n y parents send their children to private courses to have
extra E n g l i s h classes. H o w e v e r , they still need guidance f r o m their parents and
expect that their parents w i l l support t h e m in learning E n g l i s h . I n contrast,
other
students do not have that k i n d o f parents for example, since both o f their parents
are w o r k i n g . S o they have n o t i m e t o i n v o l v e i n their children schooling.
A s one o f factors w h i c h influence students' achievement, parents have an
i m p o r t a n t role in affecting students" learning achievement.
I t is s u p p o r t e d
by
Delores C . Pena, Parent I n v o l v e m e n t : I n f l u e n c i n g Factors and Implications, T h e
Journal o f Educational Research (2000:42), findings and statements about parents.
Parents w h o i n v o l v e in student's academic lives have m a n y positive benefits for
s t u d e n t s , t h e m o s t i m p o r t a n t o f w h i c h is e n h a n c e d s t u d e n t ' s a c h i e v e m e n t ,
long year
studies,
Pena
did a case study
about
the
influence
i n her
o f parents'
i n v o l v e m e n t in a large urban c i t y i n A m e r i c a . T h e f i n d i n g s s h o w that parents
c o u l d actually g i v e their best i n v o l v e m e n t t o school activities and
benefit to influence's student's achievement.
potentially
Further, the studies d r a w that the
i n v o l v e m e n t o f parents c o u l d be i n a v a r i e t y o f r o l e s a n d a r e a s a n d m o s t l y b e c o m e
partners in education o f their children.
Other supported data w h i c h shows the importance o f parents w h o i n v o l v e
2
i n education a n d influence student's a c h i e v e m e n t are stated i n P o m e r a n t z ' j o u r n a l
article. F i r s t l y , h o w parents react t o w a r d t h e students is c r i t i c a l t o t h e success o f
their involvement in thejr academic
l i v e s and it g i v e s m o r e b e n e f i t t o
some
students. Secondly, parents' i n v o l v e m e n t also give benefits not o n l y for children's
achievement but also for their psychological functioning m o r e broadly.
T h e r e f o r e , t h e f o c u s o f t h e s t u d y is o n p a r e n t s ' i n v o l v e m e n t base at s c h o o l
a n d based at h o m e because s t u d e n t ' s a c h i e v e m e n t is n o t o n l y f r o m t h e t e a c h i n g
l e a r n i n g process i n t h e s c h o o l b u t it also d e t e r m i n e d b y r o l e a n d the e a r l y
c h i l d h o o d t o t h r o u g h o u t s c h o o l y e a r s at h o m e .
W h e n the writer did in Teaching Practice Program, the writer found that
s o m e students told to m e that their parents g i v i n g m o t i v a t i o n qnd support i n study
e s p e c i a l l y i n E n g l i s h subject. S o , t h e y as a c h i l d r e n has r e s p o n s i b l e t o m a k e t h e i r
parents to proud o f t h e m and also they have to study hard especially i n E n g l i s h
subject. Because s o m e students said that their parents has o p i n i o n i f s o m e o n e can
speaking E n g l i s h or understand about E n g l i s h so they can c o m m u n i c a t e
with
people f r o m other country, can get j o b easily, and t h e i r parent also t h i n k i f
s o m e o n e c a n s p e a k E n g l i s h c a n be p r i o r i t y at t h e c l a s s r o o m . A n d t h e students a l s o
agree w i t h their parents o p i n i o n ' s .
Based o n the condition, the writer w a s concerned
with "Correlation
between parents' i n v o l v e m e n t and the students' English achievement to the eighth
grade students at S M P N 1 L a h a t " .
3
1.2
Problem of the Study
In this study, the w r i t e r f o r m u l a t e d the p r o b l e m o n the f o l l o w i n g question :
"Js t h e r e a n y s i g n i f i c a n c e c o r r e l a t i o n b e t w e e n p a r e n t s ' i n v o l v e m e n t a n d s t u d e n t s '
E n g l i s h a c h i e v e m e n t t o t h e e i g h t h g r a d e s t u d e n t s a t SMP N e g e r i 1 L a h a t ? "
1.3 Objectives of thp Stu((y
R e f e r r i n g t o t h e p r o b l e m q b o v e , t h e o b j e c t i v e o f t h i s s t u d y w a s t o find o u t
w h e t h e r o r n o t t h e r e \s a n y s i g n i f i c a n t c o r r e l a t i o n b e t w e e n p a r e n t s i n v o l v e m e n t
and students' English achievement to the eighth grade students at S M P Negeri 1
Lahat.
1.4 Significance of the Study
The s i g n i f i c a n c e rif t h e s t u d y a s f o l l o w s :
1) T o the R e s e a r c h e r
T h e writer hope this researcher can give useful i n f o r m a t i o n and can clearly
understand
English
about correlation between
parents' i n v o l v e m e n t a n d students
achievement.
2 ) T o the Teacher
T h e result o fthis study is expected t o give i n f o r m a t i o n t o t h e teacher o f
English
about correlation between parents' involvement and students' English
a c h i e v e m e n t , a n d h o w best t h e y can b u i l d the c o n n e c t i o n w i t h students' parent
in e d u c a t i o n a l p r o c e s s .
4
3) T o the Parents
T h e r e s u l t o f t h i s s t u d y is e x p e c t e d c a n g i v e g e n e r a l i n f o r m a t i o n t o t h e p a r e n t s
a b o q t t h e i r i n v o l v e m e n t i n E n g l i s h l e a r n i n g . S o t h e y c a n t r y t o find s o m e
solutions i n improving their involvement toward their children i n English
learning.
4) T o the Other Researcher
Hopefully, this study w i l l contribute as a good reference for other researchers
w h o conduct a study w i t h the s i m i l a r case study.
1.5 (hypotheses of t|ie Study
T h e h y p o t h e s e s o f t h i s s t u d y w e r e as f o l l o w :
Ha : there i s a n y significance c o r r e l a t i o n between parents" i n v o l v e m e n t and
students' English achievement
t o the eighth grade students at S M P
Negeri I Lahat.
H o : t h e r e is n o a n y s i g n i f i c a n c e c o r r e l a t i o n b e t w e e n p a r e n t s " i n v o l v e m e n t a n d
pmdents'
Epgli^ft aPhievement
jMpgpfi I Lahat.
5
t p t\\^ e i g h t h g r a d e s t q d e n t s a t S M P
CHAPTER II
UTERATURE REVIEW
T h i s chapter consists o f ( 1 ) parents' involvement, ( 2 ) parents' role i n
students' academic lives, ( 3 ) factors affecting student's achievement, (4) detlnition
o f students" a c h i e v e m e n t ( 5 ) p r e v i o u s related study.
2 . 1 Parents' Involvement
O n e reason f o r importance o f the f a m i l y is it has t h e m a i n responsibility
for socializing children i n t h e crucial early years o f life. T h e f a m i l y is w h e r e
c h i l d r e n e s t a b l i s h t h e i r first c l o s e e m o t i o n a l t i e s , l e a r n / a c q u i r e l a n g u a g e , a n d
begin t o internalize cultural norms a n d values.
M o s t children have t w o m a i n educators i n their lives - their parents a n d
their teachers. Parents are the p r i m e educators until the child attends a n early
y e a r s setting o r starts s c h o o l a n d t h e y r e m a i n a m a j o r i n f l u e n c e o n their c h i l d r e n
l e a r n i n g t h r o u g h o u t s c h o o l a n d t>eyond. T h e s c h o o l a n d parents b o t h have c r u c i a l
roles t o play. T h e r e is n o universal agreement o n w h a t parental i n v o l v e m e n t is, i t
can take m a n y forms, f r o m i n v o l v e m e n t at the school (as a governor, helping i n
the classroom o r during lunch breaks) through t o reading t o the child at home,
teaching songs o r nursery r h y m e s a n d assisting w i t h h o m e w o r k .
T h i s c a n be categories into t w o broad strands: Parents' i n v o l v e m e n t i n t h e
life o f t h e school. T h e i r i n v o l v e m e n t i n support o f t h e individual child at h o m e .
T h i s is focused o n t h e second o f these, as there is consistent evidence o f t h e
educational
benefits
o f i n v o l v i n g parents i n their child's
6
learning at home.
Because o f the c o m p l e x interaction between a n u m b e r o f factors (and o n l y some
o f w h i c h have been taken into account in the analysis) i tis difficult to prove that
one capses the other, the research instead demonstrates that a relationship exists
between parental jnvolvement and achievement.
Epstein's
framework
o f six major types o f parental i n v o l v e m e n t is a m o n g
the most useful tools developed
b y t h e field t h u s f a r f o r d e f i n i n g p a r e n t a l
i p v o l v e m e n t practices and j i n k i n g t h e m w i t h certain type's outcomes. T h i s w i d e l y
accepted
framework
guides t o help educators develop comprehensive
family
school partnerships. T h e six types o f parental i n v o l v e m e n t include:
Eipstein's Framework of Six Types of Involvement
(Including: Sample Praet^eps, Cbalenges, Redefinitious, and Expected Result)
TYPE 1
PARENTING
H e l p a i l f a m i l i e s establish h o m e e n v i r o n m e n t s to support children as students.
Sample Practices
•
•
Suggestions f o r h o m e c o n d i t i o n s that support l e a r n i n g at each grade level.
W o r k s h o p s , videotapes, computerized phone messages o n parenting and child
r e a r i n g at each age a n d g r a d e l e v e l .
•
P a r e n t education and other courses o r t r a i n i n g f o r parents (e.g., G E D , colledge
credit, family literacy).
•
F a m i l y support p r o g r a m s t o assist f a m i l i e s w i t h h e a l t h , n u t r i t i o n , a n d o t h e r
services.
•
H o m e visits at t r a n s i t i o n points t o pre-school, e l e m e n t a r y , m i d d l e , and h i g h
school. Neighborhood meetings to help families understand school and to help
schools understand families.
Challenges
•
Provide i n f o r m a t i o n to all families w h o w a n t it or w h o need it, not j u s t t o the
f e w w h o c a n a t t e n d w o r k s h o p s o r m e e t i n g s at t h e s c h o o l b u i l d i n g .
7
•
p n a D l c T«nii|tcS lO s n a r e i n r o n u a i - i o n w i i n s t - r i u u i a u u u i t - u i i u i c , u a u ^ g i u u i i u .
children's talent and needs.
•
M a k e sure that all i n f o r m a t i o n t o r a n d f r o m f a m i l i e s is clear, usable, a n d l i n k e d
to children's success i n school
Redefinition
•
worKsnop
t o m e a n m o r e m a n a m e e t i n g a o o u i a l o p i e i i e i u a i u i c j>cnuui
b u i l d i n g at a particular t i n t e . " W o r k s h o p " m a y also m e a n m a k i n g i n f o r m a t i o n
a b o u t a t o p i c a v a i l a b l e ip a v a r i e t y o f f o r m s t h a t c a n be v i e w e d , h e a r d , o r r e a d
anywhere, anytime, in varied forms.
KesuiTs l o r stupepts
•
•
A w a r e n e s s o j l a m i i y supervision, respect lor parents.
•
Balance b e t w e e n t i m e spent o n chores, o n other activities, a n d o n h o m e w o r k .
t
G o o d or i m p r o v e d attendance.
f
Awareness o f importance o f school.
Positive nersonal Qualities habits beliefs and value as thousht bv family.
Results of Parent^
* Understanding o f and confidence about parenting, child and adolescent
d e v e l o p m e n t , a n d c h a n g e s i n h o r p e c o n d i t i o n s for l e a r n i n g a s c h i l d r e n p r o c e e d
through school.
•
•
A w a r e n e s s o f o w n and others' challenges i n parents.
F e e l i n g o f support f r o m school and other parents.
Result for teacher
•
Understanding f a m i l i e s background, cultures, concerns, goals, needs, and
views o f their children.
•
Respect for f a m i l i e s ' strengths and efforts.
•
Understanding o f student diversity.
•
A w a r e n e s s o f o w n skills t o share i n f o r m a t i o n o n c h i l d d e v e l o p m e n t .
8
TYPE 2
COMMUNICATING
Design effective forms o fschool-to-home and home-to-school communications
about school programs a n d children's progress.
Sample P r a c t i c e s
•
•
•
C o n f e r e n c e s w i t h e v e r y p a r e n t a t least o n c e a year, w i t h f o l l o w - u p s a s n e e d e d .
L a n g u a g e translators t o assist f a m i l i e s a s needed.
W e e k l y o r m o n t h l y folders o f student w o r k sent h o m e f o r r e v i e w a n d
comments.
•
Parent/student pickup o f report card, w i t h conferences o n i m p r o v i n g grades.
B
R p o i i l a r * ; r h p H i i l p nf"ii»ipfiil n n f i r p ^ m p m n * ; n h n n p c a l l s n e w s l e t t e r s a n d o t h e r
communication.
%
Clear infnrmatinn n nchoosinp school noHcies nroprams reforms a n d
fransitions
1* n n l l ^ n a ^ c
B
r / ^ a H f i h i l i t v p l ^ i r i t v f c M m 54nH f r i * n i i f * n c v n f n i l m p m n ^ n o t i P P < v n n n
1 V a L J u L J I 11L y ^ V i^ 1 i ^ l l ^ ^
other print and nonprint communications.
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r\k> V 1 1 W
B
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C o n s i d p r n a r e n t s w h o H o n o t srieak F n p f i s h w e l l d o n o t read w e l l o r n e e d
lartie tvoe
B
R p v i p w thp nun 1 ilv o f m n i o r c o m m i in i m t inns (npwslptters rpnort cards
conference schedules, a n d s o o n ) .
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" C o m m u n i c a t i o n s about school programs a n d student progress" t o m e a n
t o - w a y , three-way, a n d m a n y - w a y channels o f c o m m u n i c a t i o n that connect
schools, families, students, a n d the c o m m u n i t y .
Results for Students
•
A w a r e n e s s o f o w n progress a n d o f action needed t o m a i n t a i n o r i m p r o v e
grades.
•
Understanding o f school policies o n behavior, attendance, a n d other areas o f
9
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student conduct.
•
•
Informed decisions about courses and programs.
Awareness o f o w n role in partnership, serving ascourier and communicator.
Results of Parents
•
•
•
•
1 Jnderstandinp school nroprams and nolicies
M o n i t o r i n g and awareness o f child's progress.
Responding effectively to students
problems.
I n t e r a c t i o n w i t h teachers and ease o f c o m m u n i c a t i o n w i t h school and teachers.
Result for Teacher
•
Increased d i v e r s i t y a n d use o r c o m m u n i c a t i o n s w i t h f a m i l i e s a n d awareness o f
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•
•
A p p r e c i a t i o n f o r a n d use o f parent n e t w o r k f o r c o m m u n i c a t i o n s .
Increased ability to elicit and understand f a m i l y v i e w s o n children's programs
and progress.
TYPE 3
VOLUNTEERING
Recruit and organize parent help and support.
Sample Practices
•
S c h o o l and classroom v o l u n t e e r p r o g r a m to help teachers, administrators,
students, and other parents.
•
Parent r o o m o r family center for volunteer w o r k , meetings, resources for
families.
•
A n n u a l postcard survey to identify all available talents, times, and locations o f
volunteers.
•
Class parent, telephone tree, o r other structures t o p r o v i d e a l l f a m i l i e s w i t h
needed information.
•
Parent patrol o r other activities t o aid safety and operation o f school p r o g r a m .
Challenges
•
R e c r u i t v o l u n t e e r s w i d e l y so t h a t a l l f a m i l i e s k n o w that t h e i r t i m e a n d talents
are w e l c o m e .
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•
M a k e flexible schedules f o r volunteers, assemblies, and events to enable
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Organize volunteer w o r k ; provide training; match t i m e and talent w i t h school,
teacher, a n d student needs; a n d recognize efforts so that participants are
productive.
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V o l u n t e e r t o m e a n anyone w h o supports school goals and children s learning
o r d e v e l o p m e n t i n a n y w a y , a t a n y place, a n d a t a n y t i m e - n o t Just d u r i n g t h e
s c h o o l d a y a n d at t h e school b u i l d i n g .
Results for Students
•
B
Skill i n c o m m u n i c a t i n g w i t h adults.
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volunteers.
•
Increased learning o f skills, talents, occupations, and contributions o f parent
and other volunteers.
Results of Parents
•
Understanding teacher's j o b , increase c o m f o r t i n school, a n d carry-over o f
s c h o o l activities at h o m e .
B
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steps t o i m p r o v e o w n education.
•
Awareness that families are w e l c o m e a n d valued at school.
V G a i n s i n specific skills o f volunteer w o r k .
Result for Teacjier
•
Readiness t o i n v o l v e families i n n e w ways, including those w h o d o n o t
volunteer at school.
•
•
A w a r e n e s s o f parents' talents a n d interests i n school a n d children.
Greater i n d i v i d u a l attention t o students, w i t h help f r o m volunteers.
u
TYPE 4
LEARNING AT HOME
P r o v i d e i n f o r m a t i o n a n d ideas t o f a m i l i e s about h o w t o help students at h o m e w i t h
h o m e w o r k and other curriculum-related activities, decisions, and planning.
Sample Practices
•
I n f o r m a t i o n f o r f a m i l i e s o n s k i l l s r e q u i r e d f o r s t u d e n t s i n a l l subjects at e a c h
grade.
•
I n f o r m a t i o n o n h o m e w o r k policies and h o w to m o n i t o r and discuss s c h o o l w o r k
at h o m e .
•
I n f o r m a t i o n o n h o w t o assist students t o i m p r o v e s k i l l s o n v a r i o u s class and
school assessments.
•
Regular schedule o f h o m e w o r k that requires students t o discuss a n f interact
w i t h f a m i l i e s o n w h a t t h e y are learning in class.
•
Calendars w i t h activities for parents and students at h o m e .
•
F a m i l y participation i n setting students goals each year and inplanning for
college or w o r k .
Challenges
•
D e s i g n and organize a regular schedule o f interactive h o m e w o r k (e.g., w e e k l y
or b i m o n t h l y ) that gives students responsibility for discussing important things
t h e y are l e a r n i n g and helps f a m i l i e s stay a w a r e o f content o f t h e i r c h i l d r e n ' s
classwork.
•
Coordinate f a m i l y linked h o m e w o r k activities, i f students have several
teachers.
•
I n v o l v e families and their children in all-important curriculum-related
decisions.
Redefinition
•
" H o m e w o r k " to mean not o n l y w o r k done alone, but also interactive activities
s h a r e d w i t h o t h e r s at h o m e o r i n t h e c o m m u n i t y , l i n k i n g , s c h o o l w o r k t o real
life.
•
" H e l p " at h o m e to m e a n encouraging, listening, reacting, praising, guiding,
12
m o n i t o r i n g , a n d discussing - n o t " t e a c h i n g " school subject.
KcsuiTS l o r a i u a e n i s
•
•
o a i n s i n s k i u s , a u i i i t i e s , a n u test scores i m K e o t o n o m e w o r K . a n u c i a s s w u r K .
Homework completion.
Positive attitude t o w a r d schoolwork.
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Self-concept o f ability as learner.
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