THE RELATIONSHIP BETWEEN PARENTS INVOLVEMENT AND STUDENTS ENGLISH LEARNING ACHIEVEMENT

THE RELATIONSHIP BETWEEN PARENTS’ INVOLVEMENT AND STUDENTS’ ENGLISH LEARNING ACHIEVEMENT (A Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi)

By: NURMAW `IZATILLAH 1110014000041

THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015

ABSTRACT Nurmaw Izatillah, (NIM: 1110014000041), The Relationship between Parents’ Involvement and Student’s English Learning Achievement (A Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi, West Jakarta). Skripsi. Department of English Education, Faculty of Tarbiya and Teachers Training, UIN Syarif Hidayatullah (State Islamic University). Jakarta, 2015. The principal objective of this study is to find the empirical evidence for the relationship that presumably exists between parents’ involvement and student’s English learning achievement. The researcher used a correlational descriptive method employing quantitative approach. The instruments of this study are questionnaire and the students' score in English exercises, assignments and examinations. The questionnaire used was the one adapted from Schute et.al. While the Pearson Product moment formula is used to investigate whether or not parents’ involvement has a significant relationship on their children's English learning achievement. The research findings show that rxy>rtable= 0.986 > 0.80. Hence, Ha is accepted and Ho is rejected. Based on the result, it can be affirmed that there is a significant, positive relationship between parents’ involvement and student’s English learning achievement.

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ABSTRAK Nurmaw Izatillah, (NIM: 1110014000041), The Relationship between Parents’ Involvement and Student’s English Learning Achievement (A Correlational Study at the Eighth Grade Students of SMP Ibu Pertiwi, Jakarta Barat). Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015. Penelitian ini bertujuan untuk menemukan bukti empiris adanya hubungan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa. Penulis menggunakan metode korelasional deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan dalam penelitian ini adalah angket dan nilai rapor semester genap siswa pada mata pelajaran bahasa Inggris. Angket yang digunakan diadaptasi dari Schute, et.al., dengan menambahkan butir pertanyaan sesuai indikator yang telah ada. Kemudian, Pearson Product Moment Formula digunakan untuk menginvestigasi apakah terdapat hubungan yang signifikan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa. Hasil dari analisis data menunjukan rxy>rtable = 0.986 > 0.80 yakni Ha diterima. Berdasarkan hasil tersebut, dapat diambil kesimpulan bahwa terdapat hubungan yang sangat signifikan antara keterlibatan orang tua dengan prestasi pelajaran bahasa Inggris siswa.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his faithful followers. In this occasion, the writer would like to dedicate this Skripsi to her late father (Alm. H. Ramli Aminoto) who could not live to see it and gives her gratitude for all of cares and loves he poured. She feels also obliged to express her utmost respect and gratitude to her beloved mother (Hj. Sa`adah) for her valuable support, continuous prayers and moral encouragement in motivating the writer to finish her study. The writer also would like to express her greatest appreciation, honour and gratitude to her advisors, Nasifuddin Djalil, M.Ag., and Maya Defianty, M.Pd., for their advice, guidance, corrections, and suggestions in finishing this Skripsi. She sincerely prays for them –may they always be blessed and be successful in whatever they are doing. Her gratitude also goes to: 1. All lecturers of the Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Dr. Alek, M.Pd., the Head of the Department of English Education. 3. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education. 4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers Training. 5. Her academic advisor, Didin Nuruddin Hidayat, M.A.,TESOL., for his memorable advices, guidance, suggestions, and supports.

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6. Her beloved brothers and sisters, Assoc. Prof. Dr. Syamsuddin Arif, Ph.D., Neni Nuraini, S.Ag., Tahsin Bashir S.S., Syamsul Bahri, S.ThI, M.A., Nita Isnaini, S.Farm.,Apt., Nurhasanah, S.E., Ahmad Chaidir, S.T., Akrim Quraisy, Hr., and Fairuz Hammurabi, Hr., who teach her to show life that she has thousand reasons to smile when life gives her hundred reasons to cry. 7. Her brother and sister in laws and also her lovely nephews and nieces who have been sharing the laugh and bringing happiness to her life. 8. Her loyal best friends, dr. Arganita Kusuma Dewi, Fathimah Azzahra, Lc., and Hanny Hardianty, S.Pd., who were always helping her during accomplishing the skripsi. 9. Her beloved best friends, Listianty Ridayu Maksum, Nadya Yani Saniyatul Amaniy, Ranny Junita A., Sita Pradhita N., Ummu Salamah, Robiatul Adawiyah, Sari Febrianti, Nur Pratiwi, Siti Afifah and the best classmate, Aisyah Mulyani, for sharing knowledge, care, motivation, time, support, laugh and happiness in gaining Bachelor Degree. 10. Her beloved friends in English Education Department Academic Year 2010, especially, EED class A, for giving their cares and supports all this time. 11. Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help. May Allah bless them for all of what they have done. Finally, the writer feels that it is really a pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.

Jakarta, March 2015

The writer

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TABLE OF CONTENTS ENDORSEMENT SHEET ........................................................................ i APPROVEMENT SHEET ........................................................................ ii SURAT PERNYATAAN KARYA SENDIRI ............................................... iii ABSTRACT ................................................................................................ iv ACKNOWLEDGEMENT .......................................................................... vi TABLE OF CONTENTS ............................................................................ viii LIST OF TABLES ...................................................................................... x LIST OF FIGURES .................................................................................... xi LIST OF APPENDICES............................................................................. xii CHAPTER I: INTRODUCTION A. The Background of the Study............................................................... 1 B. The Identification of the Problem......................................................... 4 C. The Limitation of the Problem ............................................................. 4 D. The Formulation of the Study ............................................................. 4 E. The Objectives of the Study ................................................................. 5 F. The Significance of the Study ............................................................. 5 CHAPTER II: THEORETICAL FRAMEWORK A. Literature Review ............................................................................... 6 1. Student’s English learning Achievement ......................................... 6 a. Definition of Learning ................................................................ 6 b. Definition of Student’s Learning Achievement ........................... 7 c. Student’s English Learning Achievement in Indonesia .............. 9 d. Factors Affecting Student’s Achievement .................................. 10 2. Parents’ Role in Student’s Academic Lives ...................................... 13 a. Parents’ involvement Based at Home and School ....................... 13 b. Parents’ involvement in Student’s English Learning Process ...... 16 B. Conceptual Framework ........................................................................ 20 C. The Previous Related Study ................................................................. 21 D. The Research Descriptive Hypothesis .................................................. 23

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CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Research .......................................................... 24 B. Research Design ................................................................................. 24 C. Research Population and Sample ........................................................ 25 D. Research Instrument ........................................................................... 25 E. The Data Analysis Technique ............................................................. 28 F. Statistical Hypotheses .......................................................................... 30 CHAPTER IV: RESEARCH FINDINGS A. Findings .............................................................................................. 32 1. The Description of the Data .......................................................... 32 a. The Data of Parents’ Involvement and Student’s English Learning Achievement ................................................ 32 b. The Relationship between Parents’ Involvement and Student’s English Learning Achievement ................................ 33 2. Analysis of the Data ...................................................................... 34 a. The Frequency of the Data ...................................................... 35 b. The Histogram ........................................................................ 36 c. The Normality test ................................................................... 38 d. The Correlational Result .......................................................... 40 3. The Interpretation of the Data ....................................................... 41 B. Discussion ........................................................................................... 42 CHAPTER V: CONCLUSION AND SUGGESTION A.

Conclusion ........................................................................................ 45

B.

Suggestion ........................................................................................ 45

REFERENCES ........................................................................................... 47 APPENDICES............................................................................................. 51

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LIST OF TABLES Table 2.1 Factors Influence Student’s Achievement ................................... 12 Table 3.1 Indicators of Parents’ Involvement ............................................. 26 Table 3.2 The Questionnaire Scoring ......................................................... 26 Table 3.3 Valid Items of Parents’ Involvement ........................................... 27 Table 3.4 The Reliability of Questionnaire .................................................. 28 Table 3.5 The Level of Correlation ............................................................. 30 Table 4.1 The Summary Score of Parents’ Involvement (X) and Students English Learning Achievement (Y) .............................. 33 Table 4.2 The Frequency of Parents’ Involvement ...................................... 35 Table 4.3 The Frequency of Student’s English Learning Achievement ................................................................ 36 Table 4.4 The Normality Data of Variable X and Y..................................... 38 Table 4.5 The Result of Correlation Calculation ......................................... 40 Table 4.6 The Level of Correlation ............................................................. 42

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LIST OF FIGURES Figure 2.1 Parents’ Involvement ................................................................. 16 Figure 4.1 Parents’ Involvement ................................................................. 37 Figure 4.2 Student’s English Learning Achievement ................................... 37 Figure 4.3 The Normal Q-Q Plot of Parents’ Involvement .......................... 39 Figure 4.4 The Normal Q-Q Plot of Student’s English Learning Achievement ............................................................... 39

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LIST OF APPENDICES Appendix 1 The Reliability Score of Questionnaire (pilot study) Appendix 2 The Questionnaire of the Correlation between Parents’ Involvement and Student’s English Learning Achievement Appendix 3 The Distribution of Questionnaire Score and The Student’s English Lesson Score Appendix 4 The Recapitulation of the Questionnaire Appendix 5 The Correlation Score Appendix 6 Open Ended Question Appendix 7 The Recapitulation of Open Ended Question Appendix 8 The Result of Open Ended Question Appendix 9 Triangulasi data Kuesioner dan Open Ended Question Appendix 10 Surat Permohonan Izin Penelitian Appendix 11 Daftar Nama dan Biodata siswa SMP Ibu Pertiwi Tahun Pelajaran 2014-2015 Appendix 12 Surat Keterangan dari Sekolah yang bersangkutan Appendix 13 Surat Pengesahan Proposal Skripsi Appendix 14 Surat Bimbingan Skripsi Appendix 15 Reference Examination Paper

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CHAPTER I INTRODUCTION A. Background of Study English is considered to be important to learn because it is one of international languages used to communicate and develop relationship with the countries in the world wide and the competence in it is important in career development. Thus, students need to understand and use English to improve their confidence to face global competition. In Indonesia, English language is one of the compulsory subjects that are tested in the National Final Exam- Ujian Nasional (UN). The government makes English as the first foreign language to be taught in Indonesian schools as stated in the 1994 GBPP that English is the first language which is considered important to gain and develop science, technology and to make relationship with other countries.1 It is learned by the students from junior high school, senior high school up to university level. Therefore, Indonesian students are expected to master English as stated in the curriculum which its aim is mastering communication skills in English covering listening, speaking, reading and writing because this is what students need to face globalization and information era in the 21st Century.2 Furthermore, in the Indonesian curriculum, the aim of the curriculum is drawn into the objective of study that students should reach. The objective of study is specifically drawn from Based Competence-Kompetensi dasar (KD) which is developed from Standard of Competence-Standard Kompetensi (SK). In English subject SK and KD cover the attainment of four skills; listening, speaking, reading and writing as written on School-based Curriculum-Kurikulum Tingkat Satuan Pendidikan (KTSP). Unfortunately, the English subject’s objective of study has not completely achieved yet because there are many schools in Indonesia that still could not fulfill 1

Departement Pendidikan dan Kebudayaan, Kurikulum: GBPP Mata Pelajaran Bahasa Inggris. (Jakarta: Depdikbud, 1993), p. 1. 2 Departemen Pendidikan dan Kebudayaan, Penyempurnaan/Penyesuaian Kurikulum 1994 (suplemen GBPP) Bahasa Inggris SLTP/MTs, (Jakarta: Depdikbud, 1992), p. 2.

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the standard achievement of the current curriculum. One of the schools which have not reached the objective of English subject is SMP Ibu Pertiwi Jakarta Barat where the writer did a pre-research in. Based on the data of the result of student’s English score given by the teacher, there are many of the first, second and third grade students who got low score and could not reach the school’s minimum standard criteria of English subject (65) at the school. Moreover, the result of the interview with the English teacher also showed that there are many students who cannot reach the Minimum Standard Criteria-Kriteria Ketuntasan Minimal (KKM) in the middle and final exam of the school. The teacher said that there were several possible factors which could cause the problem and affect the students’ achievement, for instance, learners’ motivation, learners’ intelligence, learner’s family condition and school facility. In addition to the facts that the writer found at the school, the writer assumed that there are many factors may affect the students’ learning achievement. Intelligence is not the only determinant of academic achievement. According to Muhibbinsyah, the other factors such as internal factors (physiology and psychology aspect), external factors (social factors and non-social factors) and approach to learning can influence achievement.3 It is in line with the English teacher statement about the factors which may influence students’ achievement. Further, M. Ngalim Purwanto also states that there are some social factors which influence the students’ learning and achievement.4 Those social factors are family condition, teacher and teaching method, equipment which used in teaching learning process, learning environment, and social motivation. As one of factors which influence students’ achievement, parents have an important role in affecting students’ learning achievement. It is supported by Pena’s findings and statements about parents. Parents who involve in student’s academic lives have many positive benefits for students, the most important of which is enhanced student’s achievement. In her long year studies, Pena did a case 3

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, (Bandung: PT Remaja Rosdakarya, 2010), p. 129. 4 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p. 102.

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study about the influence of parents’ involvement in a large urban city in America. The findings show that parents could actually give their best involvement to school activities and potentially give benefits to influence student’s achievement. Further, the studies draw that the involvement of parents could be in a variety of roles and areas and mostly become partners in education of their children.5 Other supported data which shows the importance of parents who involve in education and influence student’s learning achievement are stated in Pomerantz’ journal article. Firstly, how parents react toward the students is critical to the success of their involvement in their academic lives and it gives more benefit to some students. Secondly, parents’ involvement also gives benefits not only for children’s achievement but also for their psychological functioning more broadly.6 However, in Indonesia, parents have misinterpretation about responsibility of educating. Parents’ responsibility to educate their children is mostly taken by formal and non-formal educational institution or it may be taken all. These make parents’ control weaken and schools lessen parents’ authority on their children. Most of parents thought their responsibility has been given to the school. They do not realize that education takes place at home, in school and in a community. In line with this, Rosita states that parent is critically needed to know that education takes place not only in school but also at home.7 Therefore, the focus of the study is on parents’ involvement based at school and based at home because student’s achievement is not only from teaching learning process in the school but it is also determined by the role and the influence of parents in giving motivation and guidance to their children from the early childhood to throughout school years at home. Finally, based on the

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Delores C. Pena, Parent Involvement: Influencing Factors and Implications, The Journal of Educational Research, Vol. 94, No. 1, 2000, p. 42. 6 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. 376. 7 Evaries Rosita, Parents’ Role in Lighting a Fire, Jakarta Post, Ed. 3 June 2007, p. 23, col. 1.

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background drawn, the researcher initiates to do the research about the relationship between parents’ involvement and the students’ English learning achievement in SMP Ibu Pertiwi.

B. Identification of the Problems Based on identification of the background drawn, the problems are identified as follow: 1. Students still have a low score and could not reach the school’s minimum standard criteria of English subject (65) at SMP Ibu Pertiwi; 2. Students who got a low score possibly get influenced by the factors which come beyond the students like parents; 3. Parents still have misinterpretation about responsibility of educating; 4. Parents still have limit understanding of getting involve in children’s academic lives; 5. Parents still do not realize that they have a big role in influencing student’s learning achievement in school.

C. Limitation of the Problem As identifying the problems, one problem that is interested to be investigated is that the relationship between parents’ involvement and students’ learning achievement in English lesson at Eighth Grade students of SMP Ibu Pertiwi, Jakarta Barat.

D. Formulation of the Study After conducting the limitation of the problems, the research problem is formulated into “Is there any significant relationship between parents’ involvement and the students’ English learning achievement at 8th grade students of SMP Ibu Pertiwi Jakarta Barat?”

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E. Objective of the Study The objectives of this research is to find out empirical evidence of whether or not there is any significant correlation between parents’ involvement and student’s English learning achievement at 8th grade students of SMP Ibu Pertiwi Jakarta Barat.

F. Significance of the Study The result of this research is expected to be an input for teachers, parents and students. By knowing and understanding the possibility of parents’ involvement which can influence students’ learning achievement, teachers are able to inform parents about students condition in the school and parents could give a proper feedback by giving more cares and supports toward their children’s academic lives. The writer also hopes this research will be useful for them who are interested in parents’ involvement as they can do deeper and better than this study.

CHAPTER II THEORETICAL FRAMEWORK

A. Literature Review This literature review presents the two topics. The first topic discussed about student‟s English learning achievement comprising the definition of learning, students‟ learning achievement, student‟s English learning achievement in Indonesia and factors affecting student‟s learning achievement. The second topic is considered about Parents‟ role in students‟ academic lives including parents involvement in education both home and school, and parents‟ involvement in student‟s English learning process. 1. Student’s English Learning Achievement a. Definition of Learning Generally, learning is process which happens in a period of time and through many steps of activities. And as an impact, it will make someone change on certain aspect in his own self. The lines are similar with Whittaker statement who defines learning as a process by which behavior originates or is altered through training or experience. 1 Further, Spears said that learning is to observe, to read, to imitate, to try something themselves, to listen, and to follow direction.2 Further, Winkel defines learning as a relatively permanent change in behavior that occurs through experience while the pupil grows.3 The similar line is stated by Bower and Hilgard that “learning refers to the change in a subject‟s behavior or behavior potential to a given situation brought about by the subjects repeated experience...”4

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M. Alisuf Sabri, Psikologi Pendidikan, (Jakarta: Pedoman Ilmu Jaya, 1996), p. 55. Ibid., p. 54. 3 W. S. Winkel, Psikologi Pengajaran, (Yogyakarta: Media Abadi, 2009), p. 18. 4 Gordon H. Bower and Ernest R Hilgard, Theories of Learning, 5th Ed., (New Jersey: Prentice Hall, Inc., 1981), p. 11. 2

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Both definitions define that an alteration of learning is relatively stable. Through experience, students will learn that they need to study in order to do well on a test. A student who has ability will have successful experience and better change in behavior. In contrast, a student who has less ability may have unsuccessful experience and bad change of behavior. In summing up, learning is process where the students‟ alteration in behavior is depended on the ability of students‟ experience and practices. b. Definition of Student’s Learning Achievement Generally, achievement refers to something that somebody got after accomplished it up to particular point of time. Besides, achievement in learning refers to the knowledge that students have learned up and usually is drawn by numeral or letter as a realization of achievement. Similarly, Hornby states that achievement is a thing done successfully, especially with an effort and skill.5 Further, Gronlund defined achievement as “it is what a pupil has learned”6 and it is added with Nunnally statement that “achievement is how much students‟ have learned up to particular point of time”.7 Additionally, Sukmadinata gives a specific meaning about students‟ achievement. He said that achievement of students can be seen from mastering the subject that they have taken up. He also said that the achievement of students in their school is signed by numeral (0-10) or letter (A, B, C, D).8 On the other words, achievement can be drawn both by a numeral or letter as a realization of students‟ achievement. Moreover, achievement means all things the people obtain from his/her effort. But in education, achievement means the result of test design to determine

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A. S. Hornby, Oxford Advanced Learner Dictionary, (Oxford: Oxford Universisty Press, 1995), p. 10. 6 Norman E. Gronlund, Mesurement and Evaluation in Teaching, (New York: Macmillan Publishing Co., Inc., 1976), p. 331. 7 Jum C. Nunnally, Educational Measurement and Evaluation, (New York: Mc-Graw Hill Book Company, 1964), p. 345. 8 Nana Syaodih, Sukmadinata, Landasan Psikologi Proses Pendidikan, (Bandung: PT Remaja Rosdakarya, 2007), p. 103.

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a student‟s mastery of a given academic area.9 Achievement is what a person has already learned. It means achievement is the child‟s past learning that is his accumulated knowledge in a particular field.10 Further, the other definition of learning achievement is the extent to which a person has achieved something acquired certain information or mastered certain skills, usually as a result of specific instruction.11 Related to achievement, Jihad and Haris have quoted the definition of the achievement from experts‟ opinion, and then they conclude that learning achievement is “pencapaian bentuk perubahan perilaku yang cenderung menetap dari ranah kognitif, afektif, dan psikomoris dari proses belajar yang dilakukan dalam waktu tertentu yang sesuai dengan tujuan pengajaran.”12 In addition to definition of learning achievement, some experts express their idea, as follows: 1) Romizowski says that learning achievement is outputs from an input process systems, and 2) Sudjana states that learning achievement is one‟s ability that he has after he got learning experience. Furthermore, Sadker and Sadker express learning achievement as students‟ actions that they have discipline minds and adhere to traditional moral and behavior. They demonstrate their competency in academic subjects or traditional skills through tests and writing.13 In conclusion, learning achievement is the result of students past learning after instructional process in harmony with the instructional objective in particular period of time.

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Julian C. Stanley, Measurement in Today’s School, (New Jersey: Prentice Hall, 1964),

p.2 10

Louis J. Karmel, Testing in Our Schools, (New York: The Macmillan Company, 1966),

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M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1996),

p. 38. p. 44. 12

Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, (Yogykarta: Multi Pressindo, 2008), p. 14-15. 13 Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society, (New York: Mc-Graw Hill, 2005), p. 330.

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c. Student’s English Learning Achievement in Indonesia English achievement is learner‟s ability to use the target language.14 Similarly, Thornburry stated that English achievement is what learner has learned about target language – English, over a week, months, term or entire course. Moreover, English achievement is how much a foreign language that students know.15 Students have to struggle through a course or learning experience of some sort to achieve a certain amount of control of the language. Beside those definitions, Huebener said that English achievement is the skills and the knowledge the pupils have acquired in each of the various phases of the language learning.16 Concluding some definitions about the English achievement, it is the students‟ ability, skill, knowledge in English which they have acquired in particular time. In education, achievement is sign by scores, which may be taken from average of daily scores and final test where the test is used to measure the achievement and it is usually called achievement test. In indonesia, students‟ achievement has been describe at the rules of the minister of National Education-Peraturan Menteri Pendidikan Nasional(Permendiknas) No. 22, 2007, about Education Assessment Standard- Standar Penilaian Pendidikan. It is explained at section 1 point 1: “Assessment of learning outcomes of students in primary and secondary education implemented based on the educational assessment standard that is applied nationally.” To fulfill Education Assessment Standard, the students should reach the objectives of study from Based Competence-Kompetensi Dasar (KD) which is developed from Standard of Competence-Standar Kompetensi (SK). In English subject, SK and KD cover the attainment of four skills; listening, speaking, reading and writing as written on School-based Curriculum-Kurikulum Tingkat Satuan Pendidikan (KTSP). As the aims of English subject in Indonesia, student at secondary level are expected to have capabilities as described below: 14

Geof Brindley, Language Testing in the 1990s: The Communicative Legacy, ed. J. Charles Alderson and Brian North, (Hertfordshire: Macmillan, 1995), p. 154. 15 Robert Lado, Language Testing: The Construction and Use of Foreign Language Tests, th 9 Ed., (London: Longman, 1977) p. 369. 16 Theodore Huebener, How to Teach Foreign Language Effectively, 2nd Edition, (New York: New York University Press, 1969), p, 213.

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1) To develop oral and written communicative competence to attain literacy functional level; 2) To have awareness of the nature and the importance of English to improve the nation‟s competitiveness in the global community; 3) To develop students‟ understanding of the interrelationship between nations and cultures. Student „achievement reflects the attainment of KD. It can be measured by achievement test. Achievement test is “any test of acquired ability or skill, a typical example being a test of scholastic attainment.” It measure what a pupil has learned. Achievement testing plays major important role in the school program because it will show what the students have achieved at the past. The primary goal of achievement test is to find out the student‟ past learning. Hence, it reflects past progress of the student. The result of the achievement test should pass the Criteria of Minimum Learning Mastery-Kriteria Ketuntasan Minimum (KKM). It is used by the education unit as the standard of Graduated Competence-Standard Kompetensi Lulusan (SKL). Based on KTSP, every education unit or school has to determine their own KKM. In SMP Ibu Pertiwi, for instance, the score of KKM is 65 (sixty five). If the score of the students are under 65, they can take remedial test. Moreover, the students‟ achievement can be seen from the result of the achievement test administrated by the teacher during the learning process. The result is usually written in the student‟s report card. The score in the student‟s report card is the calculation of daily, middle and final test. Therefore, to know English achievement of the students at eighth grade SMP Ibu Pertiwi, the writer used the score of English subject that is in student‟s report card.

d. Factors Affecting Student’s Achievement There are a lot of factors that influence the achievement of student. Some factors that influence the student‟s achievement are:

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1) Internal factors in which includes physiology aspect and psychology aspect. a) Physiology aspect Students‟ physical condition is considered as one of factors that influence achievement. MuhibbinSyah states that “Kondisi jasmani siswa meliputi kebugaran fisiknya akan sangat memengaruhi kualitas ranah cipta (kognitif) sedangkan kondisi organ khusus seperti panca indera yang kurang baik dapat menimbulkan masalah dalam proses penyerapan informasi.”17 Therefore, the one who learn need to be in healthy condition or if they are not, teacher or parents should have more consideration and attention to the students or children. b) Psychology aspect In psychology aspect, intelligence degree is dominantly affecting students‟ achievement. “Intelligence is regarded as a potential capacity. This potential capacity is probably a function of heredity, congenital development and growth. The growth of intelligence toward the potential capacity may be impeded by environmental stresses and strains or maybe accelerated by proper stimulation.”18 It is important to keep in mind that intelligence is complex and that individual have many kinds of abilities and strengths, not all of which are measured by traditional IQ tests. Many students whose academic performance has been weak have experienced considerable success in second or foreign language learning.19 Another important variable in learning is motivation. “Motivation involves the learners‟ reasons for attempting to acquire the second language but precisely what creates motivation is the crux of the matter.”20 And the last

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Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, Edisi Revisi, (Bandung: PT. Remaja Rosdakarya, 2010), p. 130. 18 James, M. Sawrey, and Charles W. Tellford, Educational Psychology, 4th Ed., (Boston: Allyn and Bacon, 1973), p. 424. 19 Christopher N. Candlin and Neil Mercer, English Language Teaching in Its Social Context, (London: Routledege, 2001), p. 31. 20 Jane Arnold, Affect in Language Learning (ed.), (Cambridge: Cambridge University Press, 1999), p. 13.

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variable in affecting achievement which is considered as psychology aspect is attitude, aptitude and interest. 2) External factor in which includes social and non-social environment. Environment is one of the important components of instructional process because it can influence the students. Social environment consist of parents (family), teachers, and society (community). Family is primary community for the children because it is primary educational environment. Children got their first education and counseling as they spend the entire of their time growing in the family. Additionally, parents and siblings can focus attention on one child and so opportunity for interested, motivated natural help is available covering considerable amounts of time. In conclusion, bad environment may cause stress for students and may influence students to have worst achievement. 3) Approach to learning including high, middle, and low approach learning. Beside internal and external factors, approach to learning also influence the learning process and students‟ achievement. For example, students who apply deep learning approach may have better achievement than students who only apply surface or reproductive learning approach while they are studying. Clearly, MuhibbinSyah shows a table of factors that influence students‟ achievement. Table 2.1 Factors that influence students’ achievement 21

Ragam Faktor dan Elemennya Internal Siswa 1. Aspek Fisiologis:

Eksternal Siswa 1. Lingkungan Sosial:

Pendekatan Belajar Siswa 1. Pendekatan Tinggi

a. Tonus jasmani

a. Keluarga

a. Speculative

b. Pancaindera

b. Guru dan staf

b. Achieving

2. Aspek Psikologis

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c. Masyarakat

Muhibbinsyah, op. cit., p. 137.

2. Pendekatan Sedang

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a. Inteligensi b. Motivasi

d. Teman 2. Lingkungan Non-sosial

a. Analytical b. Deep

c. Minat

a. Rumah

3. Pendekatan Rendah

d. Sikap

b. Sekolah

a. Reproductive

e. Bakat

c. Peralatan

b. Surface

d. Alam

However, in this research, the researcher focused on parents as one of factors that is affecting students‟ achievement. 2. Parents Role in Students’ Academic Lives The child is born into family – his first socializing group and the most basic agency of socialization in all societies. The family is not only the first group to which he is exposed, but also is in many ways the most influential.22 It is in line with Robertson who states that one reason for importance of the family is that it has the main responsibility for socializing children in the crucial early years of life. The family is where children establish their first close emotional ties, learn or acquire language, and begin to internalize cultural norms and values.23 As the unit of society, the home sets the pattern for social development and adjustment to form the attitudes and behavior habits. A child‟s physical, mental, and emotional potentialities reflect the physical, mental, and emotional characteristic of his parent. They are formed by the interaction between the child and the parent.24 a. Parents’ Involvement Based at Home and School The term parents‟ involvement is used broadly in this writing. It includes several different forms of participation in education. Parents get involved in their children‟s education because one of their functions is giving education for their children. 22

Cole S. Brembeck, Social Foundations of Education: A Cross-cultural Approach, (New York: John Willey and Sons, Inc., 1967), p. 121 23 Ian Robertson, Sociology, (New York: Worth Publisher, Inc., 1978), p. 108. 24 Abu Hamadi, Sosiologi Pendidikan, (Jakarta: Rineka Cipta, 2007), p. 91.

14

The children‟s education is primarily a concern of the family, not the society as stated on the law of Republic Indonesia, law 23 of the year 2002, article 26 about Child Protection. Parents obligate and assume responsibility for: 1) Nurturing, taking care, giving education and protecting the child; 2) Developing their child‟s ability, talent and interest. Parents‟ involvement can be defined as a process that the parents use all their ability to develop their children potency.25 Parents obligate as positive habit former for strong foundation in informal education. By the habits parents show, the children will adapt and adopt their parents.26 This way, parents have important roles in developing their children‟s potency. Drawing on several diverse lines of theory and research, Grolnick and Slowiaczek cited on Pomerantz, et.al. journal article defined parents' involvement in children's schooling as parents' commitment of resources to the academic arena of children's lives. They make the broad distinction between involvement based at school and that based at home. The distinction is used because it is a closer one that may be used with ease by researchers, policy makers, educators, and parents. Moreover, the distinction between involvement on the school front and that on the home front is of import because the two may embody distinct ways that parents become involved in children's schooling, with distinct effects on children.27 School-based involvement represents practices on the part of parents that require their making actual contact with schools. Practices in this vein include, but are not limited to, being present at general school meetings, talking with teachers (e.g., attending parent-teacher conferences, initiating contact with teachers), attending school events (e.g., open houses, science fairs), and volunteering at school. Parents commonly become involved on the 25

Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, (Jakarta: Rineka Cipta, 2008),

p. 124. 26

Abu Hamadi, op. cit., p.92. 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. 373-410. 27

15

school front through their presence at general school meetings and parentteacher conferences. Parents' school-based involvement may also include involvement at a higher level, such as being a member of the school board and attending school board meetings. Epstein, on the journal article by Pomerantz, et.al., labeled this involvement in governance and advocacy, distinguishing it from schoolbased involvement at a lower level. The direct impact on children may be quite small, given the limited interactions parents and children may have in its context. Home-based involvement represents parents' practices related to school that take place outside of school, usually, though not always, in the home. Such practices can be directly related to school, including assisting children with school-related tasks, such as homework (e.g., creating a quiet place for children to study, helping children in completing homework) and course selection, responding to children's academic endeavors (e.g., choices about the topic of a school project, performance on a test), and talking with children about academic issues (e.g., what happened in school, the value of doing well in school). Also characteristic of parents' home-based involvement is engaging children in intellectual activities (e.g., reading books with children, taking them to museums) that may not be directly related to school. Parents' involvement on the home front may sometimes be tied to parents' involvement on the school front. For example, parents may use knowledge gained at parent-teacher conferences in assisting children with homework. In conclusion, to make a clear explanation, the researcher used the table about parents‟ involvement in education based at school and based at home as follow:

16

Figure 2.1 Parents Involvement Adapted from Journal of Education Research International28 Parental Involvement Home

Discussing

Aspiration

school

and

activities

expectation

School

Parenting

Reading

Checking

style

at home

homework

Home

Contacting

rules and

school

supervision

personnel

Attending

Volunteering

PTO, etc.

at school

b. Parents’ Involvement in Student’s English Learning Process Children acquire a large percentage of their language from their parents. The home environment is the dominate factor in shaping early language development for most children then for fulfilling this role, the home provides a natural setting.29 The type of language a child is exposed to in the home domain is a critical factor in determining that child‟s proficiency in the language. According to Milner‟s opinion which has been quoted by Gary N. Chamber, there is a model of attitudinal influence to which three processes contribute:30 1) Direct tuition from parents, 2) Indirect tuition, for instance, the attitudes of the parents are implicit in their behavior, 3) Role-learning, for instance, the behavior of the children reflects the behavior of those around them.

28

Valerie J. Schute, et. al., A Review of a Relationship between Parental Involvement and Secondary School Students‟ Academic Achievement, Journal of Education Research International, 2011, p. 3. 29 Rolland J. Van Hattum, Developmental Language Programming for the Retarded, (Boston: Allyn and Bacon, 1979), p.51. 30 Gary N. Chambers, Motivating Language Learners, (Clevedon: Multilingual Matters, 1999), p. 82.

17

Moreover, Milner stated that within the context of foreign language learning, the success of these three processes may depend largely on: (1) positive attitudes of parents to learning in general and language learning in particular; (2) the level of parent‟s foreign language competence; and (3) their willingness to demonstrate this competence not only when helping with homework but also when in the company of native speakers of the target language.31 The influence of a parent‟s view is possibly on the attitude which the pupil brings to the foreign language lesson. Astuti divided parents‟ role on teaching and learning English as foreign language into32: 1) As motivator The family is the primary and most important social source of motivation in the student. They largely reflected the attitudes and beliefs of their parents. It is within the family that the basic foundation of the social motivational system is laid down.33 Parental attitude toward foreign language learning and indeed learning in general may be influenced by educational, socio-economic, socio-cultural, ethnic and linguistic background. Learners with the most positive motivation toward learning foreign language tend to be integrative-oriented and to come from homes where parents have a basic integrative orientation in combination with pro-English attitudes.34 It is important to encourage the children. There is much that parents can do. They can actively demonstrate the value for learning. Parents also can congratulate the children for their success. Then, while they do not perform well in academic, parents should support them. This will help them to see how important to keep trying. This covers some involvement at home such as (a) aspiration and expectation and (b) parenting style.

31 32

Ibid., p. 83. Sri Astuti, Language Proficiency Starts at Home, Jakarta Post, January 27, 2008, p. 29,

col. 1. 33 34

Sawrey, op. cit., p. 493. Chamber, loc. cit.,

18

2) As advocate in economy One factor can influence instructional process is economy. Parent‟s economy condition will affect the education and every economy status has different ways to educate the children. To some, socioeconomic level is the major familial influence after heredity on intellectual functioning.35 Children coming from homes of higher socioeconomic status are not only have come from more brilliant parents initially but also have been provided better opportunities for development intellectually, physically, and emotionally. Not only favorable heredity but also a stimulating environment continues to favor intellectual growth.36 The higher socioeconomic family will easier to support the educational facilities at home. The facilities provided can help students to develop their English achievement. 3) As monitor Parents can monitor their child‟s academic achievement by giving attention on their student‟s learning. They also should monitor homework given by teacher, out-of-school activities for example setting limits on television watching, and arranging for after school activities. Gary N. Chambers stated that if pupils equate parental encouragement with the willingness and ability of their parent to offer and provide them with help to do their homework, it may be interesting to ascertain how many pupils perceive their parents as being in a position to provide

assistance with

foreign language homework.37 If the parents monitor and give assistance to their children, the children will have more awareness to get better in English achievement.

35

Lita Linzer Schwartz, Educational Psychology: Focus on the Learner, (Boston: Holbrook Press, 1972 ), p. 107. 36 Sawrey, op. cit., p. 621-622. 37 Chambers, op. cit., p. 87.

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. 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. 39

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 improve and achieve good goals for examination. Thus, students‟ English learning achievement also seems to be concerned. Students‟ 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 environment 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

expectations/aspirations 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 children‟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 children's 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 44

Schute, op. cit., p. 1-11. 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 child's education which is consistently found to be positively associated with a child's 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 child's 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 child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's 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 child's 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 2008/2009 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, 38(3), 2010, p. 183-197.

23

involvement as the monitor, as an advocate in economy, as the motivator and as the model is sufficient 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 adapted 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.

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research This study was conducted in Sekolah Menengah Pertama (SMP) Ibu Pertiwi. It is located at Jl. Let. Jend. S. Parman Kav. 69, Slipi, Jakarta Barat, DKI Jakarta. The research was carried out on 2 June 2014 to 11 June 2015.

B. Research Design This writer used quantitative research method in conducting this research. “Quantitative research is a type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, object manner.” 1 It means the writer collected and analyzed the data statistically from the questionnaire distributed and students report book of second semester to find out the correlation between parents‟ involvement and student‟s English learning achievement. Further, this research is categorized into correlative method. Gay stated that “correlational research involves collecting data in order to determine whether, and to what degree, a relationship exists between two or more quantifiable variables”. 2 The correlative method used by the researcher is to describe and measure the degree of relationship between two or more variables or sets of score. In this research, the two variables are independent variable and dependent variable. The independent variable (X) in this study is parents‟ involvement while student‟s English achievement will be dependent variable (Y).

1

John W. Creswell, Educational Research, (New Jersey: Pearson Prentice Hall, 2008),

p.46 2

L. R. Gay, Educational Research: Competencies for Analysis and Application, 3 rd Ed., (Ohio: Merril Publishing Company, 1987), p. 230.

24

25

C. Research Population and Sample 1. Population Arikunto states that “Population is all subjects of the research”.3 In this research the population of the study is the whole students of eighth grade in SMP Ibu Pertiwi, in the academic year of 2014/2015. There are six classes in this school; each class has 35 students. 2. Sample Sample is a representation of population which is observed. It means the subject of population. Sample can be taken between 10% -15% - 25% if the number of population is more than 100.4 Besides, Gay stated that “The sample for a correlational study is selected using an acceptable sampling method, and 30 subjects are generally considered to be a minimally acceptable sample size”. 5 Based on Gay‟s line, in this research, the sample of the population is taken through purposive sampling. The 35 students in 8-C class were chosen for the sample of this research.

D. Research Instrument The data in this study was obtained by compiling and making to answer the research question. Two techniques of data collection were used as follow: 1. Questionnaire The research instrument that is used in collecting the data is a questionnaire which is formulated and designed based on indicators of the variables of parents‟ involvement in students achievement. The questionnaire about parents‟ involvement of students is given to students consisting 35 items. In this case, it concerns about parents‟ involvement in student achievement. The table is the blueprint of the questionnaire:

3

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: RinekaCipta,2006), p. 173. 4 Ibid., p.174. 5 Gay, op. cit., p. 231.

26

Table 3.1 Indicators of Parents Involvement No

Indicator

Item Number

1

Discussing school activities

1, 2, 21, 33

2

Aspiration and expectation

3, 6, 22, 23

Parenting Style

4, 5, 24, 32

Reading at home

7, 8, 9, 26

5

Checking homework

10, 11, 25, 30

6

Home rules and supervision

12, 19, 20, 34

7

Contacting school personnel

13, 14, 18, 27

Attending PTO, etc.

15, 29, 31, 35

Volunteering at school

16, 17, 28

3 4

8

Home

School

9

Total

35

The questionnaire in this study uses a Likert Type questionnaire which provided the students with four responses option Always (selalu), Often (sering), Sometimes (kadang-kadang), Never (tidak pernah). The degree of scale is described as follow: Table 3.2 The Questionnaire Scoring Scale

Affirmative Statement Score

Negative Statement Score

Always

4

1

Often

3

2

Sometimes

2

3

Never

1

4

The questionnaire is translated into Bahasa Indonesia. This is aimed to avoid the possibility of different perception in understanding the statement. Therefore, using Bahasa Indonesia in the statement will be useful for students to understand and answer the question.

27

a) Validity of Instrument “Validity refers to the degree to which a test measures what it is supposed to measure and, consequently, permits appropriate interpretation of scores.”6 Validity test is very important in all forms of research because validity is the criteria of good instrument. In validating questionnaire, the researcher conducted the research in 8-A class of SMP Ibu Pertiwi, Jakarta Barat. The researcher got the standard coefficient validity minimum for this instrument with N = 35 and coefficient validity is 0.334. To see the validity instrument, the researcher use SPSS 20 to measure the validity of questionnaire. In the questionnaire validity, the writer got 26 items from 35 items. The number of valid item are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 16, 23, 17, 19, 20, 22, 24, 26, 27, 28, 30, 31, 34 and 35. The items that the researcher used only 25 items which can be seen as below: Table 3.3 Valid Items of Parents’ Involvement No

Indicator

Item Number

1

Discussing school activities

1, 2,

2

Aspiration and expectation

3, 6, 22

Parenting Style

4, 5, 24

Reading at home

7, 8, 9, 26

5

Checking homework

10, 11, 30

6

Home rules and supervision

19, 20, 34

7

Contacting school personnel

13, 27

Attending PTO, etc.

31, 35

Volunteering at school

16, 17, 28

3 4

8 9

Home

School

Total

6

25

L. R. Gay, Geoffrey Mills and Peter Airasian, Educational Research, (New Jersey: Pearson Education Inc., 2009), p. 154.

28

b) Reliability of Instrument “Reliability means that scores from an instrument are stable and consistent. Scores should be nearly the same when researchers administer the instrument multiple times at different times.” 7 The researcher used SPSS 20 in order to know the reliability of questionnaire. The result can be seen as below: Table 3.4 The Reliability of Questionnaire Reliability Statistics Cronbach's Alpha

N of Items ,932

35

The result shows that rresult= 0.932. In comparing to rtable with N=35 and 5% as significant level, that is rtable= 0.334, it can be concluded that the instrument is reliable because rresult > rtable= 0.932 > 0.334. 2. Documentation The definition of achievement in this research is the result of what the students has learned. In this research, English learning achievement is taken from the scores that the students obtained in learning English after they have followed teaching-learning process in English subject at the school. Thus, the writer took the score from the report book of eighth grade students class C of SMP Ibu Pertiwi for second semester in academic year 2014/2015 to be analyzed.

E. The Data Analysis Techniques After getting data from the students in the questionnaire, the writer needs to analyze the data and correlate the questionnaire score and the students‟ English achievement score. In analyzing the data of the relationship between parents‟ involvement and students‟ English achievement, the researcher used correlation product moment 7

159.

John W. Cresswell, Educational Research, (Boston, Pearson Education Inc., 2012), p.

29

which developed by Carl Pearson.” Correlation product moment is used to show whether there is a correlation between X variable and Y variable”.8 Data operation technique is done through the steps below: 1) Finding the number of correlation using formula: ∑ √( ∑

(∑ )(∑ ) (∑ )

∑

(∑ )

Note

:

r

= Coefficient of correlation between X variable and Y variable

N

= Number of respondents

∑XY = The sum of the multiplied of X and Y ∑X

= The sum of X scores (parents‟ involvement)

∑Y

= The sum of Y scores (students‟ English achievement)

∑X²

= The sum of quadrate of each X scores

∑Y²

= The sum of quadrate of each Y scores

(∑X)² = The sum of the quadrate of ∑X scores (∑Y)² = The sum of the quadrate of ∑Y scores Significant critical value

: 0.05 and 0.01

This formula is used in finding index correlation „r‟ product moment between X variable and Y variable (rxy).

8

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 121.

30

2) After the r was found then the writer interpreted the correlation based on following level of correlation. Table 3.5 The Level of Correlation9 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

3) To know the significance between two variables, the formula of the significance test is:10 √ √

Note: = t value r

= value of correlation coefficient

n

= number of participants

F. Statistical Hypotheses To know whether there is any significant correlation or not between X variable and Y variable, the writer formulated Ha (Alternative Hypothesis) and Ho (Null Hypothesis) first as follows: a)

Alternative Hypothesis (Ha): there is significant correlation between X variable (parents‟ involvement) and Y variable (students‟ English learning achievement)

9

Sugiyono, Metode Penelitian Pendididkan: Pendekatan Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2013), p. 257. 10 Susetyo, op. cit., p. 123.

31

b) Null Hypothesis (Ho): there is no significant correlation between X variable (parents‟ involvement) and Y variable (students‟ English learning achievement) Some assumptions are as follows: a)

If the result of calculation rxy is smaller than rt (r table), rxy ≤ rt; so the null hypothesis (Ho) is accepted (Ha is rejected).

b) If the result of calculation rxy is bigger than rt (t table), rxy ≥ rt; so the null hypothesis (Ho) is rejected (Ha is accepted).

32

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. Findings 1. The Description of the Data Since it has been discussed in the previous chapter, the study used correlational study for investigating the case whether there is any significant relationship between parents’ involvement and student’s English learning achievement or not. To figure out and get the data of the study, the writer adapted the indicator of parents’ involvement questionnaire that is designed by Schute et. al. The indicators are formulated into 35 items of question which is reduced into 25 items as a result of validity and reliability of the questionnaire. Further, the researcher used the score in the report book of eighth grade student’s English learning achievement in the second semester of academic year 2014-2015. Additionally, the researcher conducted the research using questionnaire in 8-C in which consists of 35 students. Before the researcher did the research, she did the validity and reliability of questionnaire in 8-A. Then, the writer analyzed the data using Pearson Product Moment formula to know the relationship between variable X and Y. a. The Data of Parents’ Involvement and Student’s English Learning Achievement The statistical calculation of 35 parents’ involvement and student’s English learning achievement were calculated. The total parents’ involvement score is 2205 (see appendix 3) and student’s English learning achievement gets the total score 2553 (see appendix 3). The descriptive result of parents’ involvement and student’s English learning achievement score can be seen as follow:

32

33

1) The Highest Scores: a) Parents’ Involvement

: 80

b) Student’s English Learning Achievement

: 93

2) The Lowest Scores: a) Parents’ Involvement

: 48

b) Student’s English Learning Achievement

: 56

Furthermore, the mean score of parents’ involvement score is 63.0 with the standard deviation is 9.729. Meanwhile the mean score of student’s English learning achievement is 72.94 with 10.530 as its standard deviation. By using SPSS 20, the writer got the summary as follows: Table. 4.1 The Statistical Score of Parents’ Involvement (X) and Student’s English Learning Achievement (Y) Parameter

X

Y

Minimum Score

48

56

Maximum Score

80

93

Std Deviation

9.729

10.530

Mean

63.00

72.94

Median

64.00

74.00

Mode

73

69

Sum

2205

2553

b. The Relationship between Parents’ Involvement and Student’s English Learning Achievement To see how significance is the relationship between parents’ involvement and student’s English learning achievement, the researcher calculated it through Pearson Product moment formula. Before calculating the data, the descriptive score below are the results of X and Y scores: N

= 35

∑X

= 2205

∑Y

= 2553

34

∑XY

= 164308

2

∑X

= 142133

∑Y2

= 189993 After the calculation of whole data from X and Y variables (see

appendix 4), the next step is to insert the data from the table into the Pearson Product moment formula to find the correlation between X and Y variables as follow: ∑ √( ∑

(∑ )(∑ ) (∑ )

(∑ )

∑ (

√

(

)(

)

)

(

)

√

√

√

r

2. Analysis of the Data To get the result of the correlation between parents’ involvement and student’s English learning achievement, the writer calculated the data through SPSS 20. The result from the program is shown below:

35

a. The Frequency of the Data Table 4.2 The Frequency of Parents’ Involvement Parents Involvement Frequency

Percent

Valid Percent

Cumulative Percent

Valid

48

3

8.6

8.6

8.6

50

2

5.7

5.7

14.3

51

2

5.7

5.7

20.0

53

1

2.9

2.9

22.9

56

2

5.7

5.7

28.6

57

2

5.7

5.7

34.3

59

2

5.7

5.7

40.0

60

2

5.7

5.7

45.7

64

2

5.7

5.7

51.4

65

3

8.6

8.6

60.0

67

2

5.7

5.7

65.7

68

2

5.7

5.7

71.4

72

2

5.7

5.7

77.1

73

4

11.4

11.4

88.6

76

1

2.9

2.9

91.4

78

1

2.9

2.9

94.3

79

1

2.9

2.9

97.1

80

1

2.9

2.9

100.0

35

100.0

100.0

Total

36

Table 4.3 The Frequency of Student’s English Learning Achievement Students English Learning Achievement Frequency

Valid

Percent

Valid Percent

Cumulative Percent

56

2

5.7

5.7

5.7

58

1

2.9

2.9

8.6

59

1

2.9

2.9

11.4

60

2

5.7

5.7

17.1

61

1

2.9

2.9

20.0

63

1

2.9

2.9

22.9

64

2

5.7

5.7

28.6

66

2

5.7

5.7

34.3

68

1

2.9

2.9

37.1

69

3

8.6

8.6

45.7

74

2

5.7

5.7

51.4

75

2

5.7

5.7

57.1

76

1

2.9

2.9

60.0

78

2

5.7

5.7

65.7

79

2

5.7

5.7

71.4

82

2

5.7

5.7

77.1

84

3

8.6

8.6

85.7

86

2

5.7

5.7

91.4

87

1

2.9

2.9

94.3

89

1

2.9

2.9

97.1

93

1

2.9

2.9

100.0

35

100.0

100.0

Total

b. The Histogram Through histogram, the writer can see how the distribution of data is distributed as follow:

37

Figure 4.1 Parents’ Involvement

Figure 4.2 Students’ English Learning Achievement

38

c. The Normality Test The researcher used SPSS Statistic 20 to count the normality of each instruments. The instruments would be normal distribution if the result of calculation from SPSS Statistic 20 showed less than the result from ShapiroWilk table with the number of sample (n) is 35. These tests are valued using SPSS Statistic 20. The normality Using One-Sample Shapiro-Wilk test results can be seen as bellow: Table 4.4 The Normality Data of Variable X and Y Tests of Normality a

Kolmogorov-Smirnov Statistic Parents Involvement Students English Learning Achievement

df

Shapiro-Wilk

Sig.

Statistic

Df

Sig.

*

.950

35

.114

*

.957

35

.183

.108

35

.200

.103

35

.200

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

From the result above, both parents’ involvement score and student’s English learning achievement score data are categorized normally distributed because the value of significant are higher than 0.05. The significant value of X is 0.114, which means that 0.114 > 0.05 and the significant value of Y is 0.200, which means that 0.200 > 0.05. Hence, it can be concluded that all the data are normally distributed. As supported by Siregar statement about the degree of normality test: Hypothesis: Ho

: Population are normally distributed

H1

: Population are not normally distributed (randomly distributed)

Criteria of normality test are: Ho is rejected if probability of significant value < 0.05

39

H0 is accepted if probability of significant value > 0.051 Additionally, to visualize the normality of data, the writer use Q-Q plot in SPSS 20 as the description. The normality result presented in the picture below:

Figure 4.3 The Normal Q-Q plot of Parents’ Involvement

Figure 4.4 The Normal Q-Q Plot of Student’s English Learning Achievement 1

p. 256.

Syofian Siregar, Statistika Deskriptif untuk Penelitian, (Jakarta: Rajawali Press, 2011),

40

d. The Correlational Result Table 4.5 The Result of Correlation Calculation Correlations Parents

Students

Involvement

English Learning Achievement

Pearson Correlation Parents Involvement

**

1

.996

Sig. (2-tailed)

.000

N Pearson Correlation Students English Learning Achievement

35

35

**

1

.996

Sig. (2-tailed)

.000

N

35

35

**. Correlation is significant at the 0.01 level (2-tailed).

From the table, it is described that r coefficient is 0.996 and the sig, (2-tailed) is 0.000. This result is equivalent with the calculation that the writer did manually before in which

= 0.996. It also means that there is

no mismatching calculation in the process of calculating that the researcher did. The next step is to find the significance of variables by calculating

.

It is tested by significance test formula: √ √ In which:

= t value = 0.996 n

= 35

Therefore, it is calculated that:

√ √

=

√ √

=

√ √

=

√

=

= 64.1

41

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 2.733. It means that

of 0.05 = 2.035 and

is higher than

of 0.01 =

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:

42

Table 4.6 The Level of Correlation2 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, rresult 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 rxy > rtable= 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 higher than

of 0.01 = 2.733. It is obtained that

is

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 significant 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 R&D, (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 accordance 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.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion Parents who show some concern to and take an active role in the life of their children and presumably have a positive influence on students’ academic achievement were successfully researched. A significant correlation was found between those parents' attention and the students' English learning achievement at SMP Ibu Pertiwi Jakarta Barat in the academic year 2014-2015. The significant correlation could be seen from rresult > rtable = 0.996 > 0.80 which means there is very high correlation between parents’ involvement and student’s English learning achievement. Additionally, the other data were obtained to show that students who got low achievement are influenced by the lack of their parents in monitoring the schedule and lack of cares which cause the children live without rules. Moreover, the result shows that the low achievement students are dominated by male gender. On the other hand, the students who got good achievement are fortunately coming from a better family background where the student’s needs are fulfilled and provided appropriately. In conclusion, parents who are giving their best to support, monitor and motivate their children in academic life will improve children’s performance in gaining good English learning achievement at school.

B. Suggestion Knowing the result, the researcher intends to give some suggestions as follow: 1) It is suggested that the parents need to have more cares and engagement to their children about their learning activities in the school; 2) It is also suggested that the parents and teachers, especially in SMP Ibu Pertiwi, will increase their communication about the student’s performance in

45

46

the school in order to give parents what they need to do to support their children’s needs in the home; and the school can organize a meeting program with parents to discuss about student’s development in learning; 3) The result of this research hopefully can be used as an additional reference with different discussion.

REFERENCES AB, Fitriah. 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: Unpublished Skripsi. 2009. Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta, 2006. Arnold, Jane. Affect in Language Learning, (ed.). Cambridge: Cambridge University Press, 1999. Astuti, Sri. Language Proficiency Starts at Home. Jakarta: Jakarta Post, 2008. Bower, Gordon H. and Ernest R. Hilgard. Theories of Learning, 5th Ed. New Jersey: Prentice Hall, Inc., 1981. Brembeck, Cole S. Social Foundations of Education: A Cross-cultural Approach. New York: John Willey and Sons, Inc., 1967. Brindley, Geof. Language Testing in the 1990s: The Communicative Legacy, ed. J. Charles Alderson and Brian North. Hertfordshire: Macmillan, 1995. Candlin, Christopher N. and Neil Mercer. English Language Teaching in Its Social Context. London: Routledege, 2001. Chambers, Gary N. Motivating Language Learners. Clevedon: Multilingual Matters, 1999. Cresswell, John W. Educational Research. Boston, Pearson Education Inc., 2012. Cresswell, John W. Educational Research. New Jersey: Pearson Prentice Hall, 2008. Departemen Pendidikan dan Kebudayaan. Penyempurnaan dan Penyesuaian Kurikulum 1994 (suplemen GBPP) Bahasa Inggris SLTP/MTs. Jakarta: Depdikbud, 1992. ____________________________________. Kurikulum: GBPP Mata Pelajaran Bahasa Inggris. Jakarta: Depdikbud, 1993.

47

48

Gass, Susan M. and Alison Mackey. Theories in Second Language Acquisition, ed. Bill VanPatten and Jessica Williams. New Jersey: Lawrence Erlbaum Associates, 2007. Gay, L. R. Educational Research: Competencies for Analysis and Application, 3rd Ed. Ohio: Merril Publishing Company, 1987. ________, Geoffrey Mills and Peter Airasian, Educational Research. New Jersey: Pearson Education Inc., 2009. Gronlund, Norman E. Mesurement and Evaluation in Teaching. New York: Macmillan Publishing Co., Inc., 1976. Hamadi, Abu. Sosiologi Pendidikan. Jakarta: Rineka Cipta, 2007. Hornby, A. S. Oxford Advanced Learner Dictionary. Oxford: Oxford University Press, 1995. Huebener, Theodore. How to Teach Foreign Language Effectively, 2nd Edition. New York: New York University Press, 1969. Jihad, Asep and Abdul Haris. Evaluasi Pembelajaran. Yogykarta: Multi Pressindo, 2008. Karmel, Louis J. Testing in Our Schools. New York: The Macmillan Company, 1966. Lado, Robert. Language Testing: The Construction and Use of Foreign Language Tests, 9th Ed. London: Longman, 1977. M. Sawrey, James and Charles W. Tellford, Educational Psychology, 4th Ed. Boston: Allyn and Bacon, 1973. Nunnally, Jum C. Educational Measurement and Evaluation. New York: McGraw Hill Book Company, 1964. Patmonodewo, Soemiarti. Pendidikan Anak Prasekolah. Jakarta: Rineka Cipta, 2008. Pena, Delores C. Parent Involvement: Influencing Factors and Implications. California: The Journal of Educational Research, 2000.

49

Pomerantz, Eva M., et. al. The How, Whom and Why Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better. New York: American Educational Research Assosiation, 2007. Purwanto, M. Ngalim. Psikologi Pendidikan. Bandung: Remaja Rosdakarya, 2010. Robertson, Ian. Sociology. New York: Worth Publisher, Inc., 1978. Rosita, Evaries. Parents’ Role in Lighting a Fire. Jakarta: Jakarta Post, 2007. Sabri, M. Alisuf. Psikologi Pendidikan. Jakarta: Pedoman Ilmu Jaya, 1996. Sadker, Myra Pollack and David Miller Sadker. Teachers, Schools, and Society. New York: Mc-Graw Hill, 2005. Schute, Valerie J., et. al. A Review of a Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. California: Journal of Education Research International, 2011. Schwartz, Lita Linzer. Educational Psychology: Focus on the Learner. Boston: Holbrook Press, 1972. Siregar, Syofian. Statistika Deskriptif untuk Penelitian. Jakarta: Rajawali Press, 2011. Stanley, Julian C. Measurement in Today’s School. New Jersey: Prentice Hall, 1964. Sugiyono. Metode Penelitian Pendididkan: Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta, 2013. Sukmadinata, Nana Syaodih. Landasan Psikologi Proses Pendidikan. Bandung: PT Remaja Rosdakarya, 2007), p. 103. Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: PT Refika Aditama, 2010. Syah, Muhibbin. Psikologi Pendidikan dengan Pendekatan Baru, Edisi Revisi. Bandung: PT. Remaja Rosdakarya, 2010. Thoha, M. Chabib. Teknik Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada, 1996.

50

Topor, David R. et. al. Parents Involvement and Student Academic Performance: A Multiple Mediational Analysi. J Prev Interv Community, 2010. Van Hattum, Rolland J. Developmental Language Programming for the Retarded. Boston: Allyn and Bacon, 1979. Winkel, W. S. Psikologi Pengajaran. Yogyakarta: Media Abadi, 2009.

Appendix 1

Reliability [DataSet0]

Scale: ALL VARIABLES Case Processing Summary N Valid Excludeda

Cases

Total

% 35

100,0

0

,0

35

100,0

a. Listwise deletion based on all variables in the procedure. Reliability Statistics Cronbach's Alpha

N of Items

,932

35

Item-Total Statistics Scale Mean if

Scale Variance if

Corrected Item-

Cronbach's Alpha

Item Deleted

Item Deleted

Total Correlation

if Item Deleted

VAR00001

87,2286

112,652

,719

,928

VAR00002

86,7714

116,887

,681

,929

VAR00003

86,9714

114,146

,764

,928

VAR00004

87,2571

114,020

,678

,928

VAR00005

87,2000

110,282

,839

,926

VAR00006

86,8000

117,871

,509

,930

VAR00007

87,3429

114,291

,623

,929

VAR00008

87,2857

110,563

,595

,930

VAR00009

87,0571

108,173

,935

,925

VAR00010

87,1143

113,634

,692

,928

VAR00011

87,4857

116,139

,550

,930

VAR00012

87,0571

121,055

,061

,935

VAR00013

87,5429

116,785

,546

,930

VAR00014

87,2857

120,622

,131

,933

VAR00015

86,6571

118,114

,279

,933

VAR00016

86,9429

111,173

,697

,928

VAR00017

87,1714

108,852

,882

,925

VAR00018

86,8000

117,871

,509

,930

VAR00019

87,0000

109,588

,905

,925

VAR00020

86,9714

108,676

,919

,925

VAR00021

87,2000

128,635

-,584

,940

VAR00022

86,7429

114,844

,711

,928

VAR00023

86,6857

122,398

-,036

,934

VAR00024

87,2857

111,034

,802

,927

VAR00025

87,1429

119,244

,247

,933

VAR00026

86,9714

118,382

,346

,932

VAR00027

87,1143

113,104

,673

,928

VAR00028

87,2286

112,476

,734

,928

VAR00029

87,1143

119,751

,177

,933

VAR00030

87,3143

112,869

,730

,928

VAR00031

87,0857

114,669

,507

,930

VAR00032

86,8286

122,911

-,074

,938

VAR00033

87,0571

126,703

-,417

,938

VAR00034

86,7143

114,739

,765

,928

VAR00035

86,9429

112,350

,773

,927

Appendix 2 QUESTIONNAIRE “The Relationship between Parents’ Involvement and Students’ English Learning Achievement”

A. Petunjuk Umum 1. Angket ini bersifat ilmiah, tidak ada tujuan lain. 2. Jawablah Pertanyaan ini dengan jujur. 3. Berilah tanda checklist (√) pada jawaban anda. B. Biodata responden (penjawab pertanyaan) 1. Nama : 2. Kelas : 3. Jeniskelamin :

No

Pertanyaan

1

Orang tua Anda memberi dorongan untuk mengikuti kegiatan ekstrakurikuler di Sekolah

2

Orang tua Anda memberi pengertian pentingnya belajar di Sekolah dan membuat pengalaman pengalaman baru di Sekolah

3

Orang tua Anda memuji Anda saat berhasil dalam mendapatkan nilai dengan baik terutama Bahasa Inggris

4

Orang tua Anda mendengarkan keluhan Anda dalam menghadapi kesulitan dalam belajar terutama pelajaran Bahasa Inggris

5

Orang tua Anda memberikan saran atas keluhan Anda mengenai kesulitan dalam belajar

6

Orang tua Anda memerintahkan untuk menambah pelajaran tambahan seperti Kursus Bahasa Inggris

Selalu

Sering

Kadang -kadang

Tidak pernah

7

8

9

Orang tua membelikan buku dan atau kaset/VCD/DVD lagu atau film berbahasa Inggris Anda dibelikan buku bacaan oleh orang tua seperti komik, novel, ensiklopedia atau buku jenis lainnya yang menggunakan Bahasa Inggris Jam menonton televise atau penggunaan internet maupun gadget Anda dibatasi oleh orang tua

10

Orang tua Anda memerintahkan Anda mengerjakan PR atau tugas

11

Orang tua mendampingi Anda ketika belajar dan mengerjakan tugas atau PR

12

Orang tua Anda menghubungi sekolah dan mengecek performa Anda di Sekolah

13

Orang tua menjadi bagian struktur dari Komite sekolah

14

Orang tua Anda aktif memberikan kontribusi baik materil maupun aksi dalam acara acara besar yang diadakan sekolah

15

Orang tua Anda melihat dan memantau perkembangan nilai nilai Anda terutama pada pelajaran Bahasa Inggris

16

Jam bermain Anda bersama teman teman dibatasi oleh orang tua Anda

17

Orang tua Anda memberikan pujian bila Anda mendapat nilai bagus pada pelajaran terutama mata pelajaran Bahasa Inggris saat pengambilan raport

18

Saat mengerjakan PR/tugas dari sekolah, orang tua Anda mengatakan kalau mereka lebih mementingkan proses dari pada hasil

19

Orang tua Anda memberikan pujian saat Anda mendapatkan nilai yang bagus untuk PR/tugas

20

Orang tua Anda mendukung semua aktifitas sekolah seperti field trip dan terlibat di dalamnya

21

Orang tua Anda mengajak Anda untuk menceritakan pengalaman hari hari Anda di sekolah

22

Orang tuaAnda menanyakan apakah ada PR/tugas dari sekolah

23

Orang tua Anda memberikan semangat bahwa Anda mampu melakukan hal hal yang sulit dilakukan

24

Orang tua Anda menekankan pada Anda untuk berusaha dan belajar sungguh-sungguh agar bisa mencapai kesuksesan

25

Orang tua Anda memberikan perhatian dan kasih sayang dalam membimbing Anda di semua kegiatan yang Anda lakukan

*Terima Kasih atas Partisipasi Anda*

APPENDIX 3 Distribusi Nilai Kuesioner dan Nilai Raport Bahasa Inggris Siswa p.47

K/S A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF

1

2 2 3 3 2 3 2 2 3 3 3 3 3 2 1 3 1 2 2 2 2 3 3 2 2 3 2 2 3 2 3 3 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 2 3 3 3 3 3 3 3 3 2 3 3 3 3 3

4 2 3 3 3 3 3 2 3 3 3 3 3 3 2 3 2 2 2 3 2 3 3 3 3 3 3 2 3 2 3 3 2

5 2 2 2 2 3 2 2 3 3 3 3 3 2 2 2 2 2 2 2 2 3 4 2 2 3 2 2 3 2 3 3 2

6 2 2 2 2 3 2 2 3 3 3 3 3 3 1 2 1 2 2 2 2 3 3 3 3 3 2 2 3 2 4 3 2

7 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 2 3 3 3 3 3 3 3 3 2 3 3 2 3 3

8 2 3 3 3 3 3 2 2 2 3 2 2 2 1 3 1 2 2 3 2 2 3 2 2 3 3 2 2 2 3 2 2

9 1 3 3 3 3 3 1 3 3 3 3 3 3 1 3 1 1 2 3 1 3 2 3 3 3 3 2 3 1 2 3 1

2 2 2 3 3 3 2 3 3 3 3 3 3 1 2 1 2 2 3 2 3 4 3 3 3 3 2 3 2 4 3 2

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 2 2 2 2 2 3 3 3 2 3 3 2 2 3 3 3 2 2 2 2 2 3 3 2 2 2 3 2 2 2 3 2 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 3 2 2 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 3 2 2 2 2 3 3 3 2 2 3 2 3 3 3 3 2 1 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 2 2 2 2 3 3 2 2 2 3 2 2 2 3 2 2 1 1 1 1 1 1 2 1 2 1 1 1 1 2 1 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 2 2 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 2 3 3 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 4 2 2 4 4 4 4 4 3 2 2 2 3 4 4 3 3 2 2 2 2 3 3 3 2 2 2 2 3 3 3 3 3 2 2 2 2 3 3 3 2 2 3 2 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 2 3 2 2 4 4 3 4 4 4 3 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3

Total 57 53 60 67 73 67 57 64 73 60 68 50 64 48 65 48 48 51 56 56 76 78 72 50 73 68 59 72 59 80 65 65

Raport 66 63 69 78 84 78 66 74 84 69 79 60 74 56 75 58 56 61 64 64 86 87 82 59 86 79 68 82 69 93 76 75

APPENDIX 3 Distribusi Nilai Kuesioner dan Nilai Raport Bahasa Inggris Siswa p.47

AG AH AI Total

2 3 2

2 3 3

2 2 3

Keterangan : K = Kode S = Soal

2 2 2

2 2 3

2 3 3

2 2 2

2 1 3

2 2 3

2 3 3

2 2 2

2 2 2

2 3 2

2 2 2

2 2 3

2 2 3

2 3 3

2 2 2

2 3 2

2 2 3

2 3 2

2 2 3

2 3 3

2 3 3

2 2 3

51 79 73 2205

60 89 84 2553

Appendix 4 (p.49)

RECAPITULATION OF THE QUESTIONNAIRRE

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Total

N A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF AG AH AI

N 35

X

35

57 53 60 67 73 67 57 64 73 60 68 50 64 48 65 48 48 51 56 56 76 78 72 50 73 68 59 72 59 80 65 65 51 79 73 2205

X² 3249 2809 3600 4489 5329 4489 3249 4096 5329 3600 4624 2500 4096 2304 4225 2304 2304 2601 3136 3136 5776 6084 5184 2500 5329 4624 3481 5184 3481 6400 4225 4225 2601 6241 5329 142133

∑X 2205

∑Y 2553

∑X² 4862025

N∑XY - ∑X∑Y 121415

N∑X² - ∑X² 165308850

Y

Y²

XY

66 63 69 78 84 78 66 74 84 69 79 60 74 56 75 58 56 61 64 64 86 87 82 59 86 79 68 82 69 93 76 75 60 89 84 2553

4356 3969 4761 6084 7056 6084 4356 5476 7056 4761 6241 3600 5476 3136 5625 3364 3136 3721 4096 4096 7396 7569 6724 3481 7396 6241 4624 6724 4761 8649 5776 5625 3600 7921 7056 189993

3762 3339 4140 5226 6132 5226 3762 4736 6132 4140 5372 3000 4736 2688 4875 2784 2688 3111 3584 3584 6536 6786 5904 2950 6278 5372 4012 5904 4071 7440 4940 4875 3060 7031 6132 164308

∑Y² 6517809

N∑X² 170170875

N∑Y² 228123315

N∑Y²-∑Y² 221605506

N∑XY 5750780

∑X∑Y 5629365

Appendix 5

Correlations Descriptive Statistics Mean Parents Involvement Students English Learning Achievement

Std. Deviation

N

63.00

9.729

35

72.94

10.530

35

Correlations Parents

Students

Involvement

English Learning Achievement

Pearson Correlation Parents Involvement

1

Sig. (2-tailed)

Pearson Correlation Achievement

**

.000

N Students English Learning

.996

35

35

**

1

.996

Sig. (2-tailed)

.000

N

35

35

**. Correlation is significant at the 0.01 level (2-tailed).

Frequencies Statistics Parents Involvement

Students English Learning Achievement

Valid

35

35

0

0

Mean

63.00

72.94

Std. Error of Mean

1.644

1.780

Median

64.00

74.00

N Missing

Mode Std. Deviation

73

69

a

9.729

10.530

94.647

110.879

Range

32

37

Minimum

48

56

Maximum

80

93

2205

2553

Variance

Sum a. Multiple modes exist. The smallest value is shown

Frequency Table Parents Involvement Frequency

Percent

Valid Percent

Cumulative Percent

Valid

48

3

8.6

8.6

8.6

50

2

5.7

5.7

14.3

51

2

5.7

5.7

20.0

53

1

2.9

2.9

22.9

56

2

5.7

5.7

28.6

57

2

5.7

5.7

34.3

59

2

5.7

5.7

40.0

60

2

5.7

5.7

45.7

64

2

5.7

5.7

51.4

65

3

8.6

8.6

60.0

67

2

5.7

5.7

65.7

68

2

5.7

5.7

71.4

72

2

5.7

5.7

77.1

73

4

11.4

11.4

88.6

76

1

2.9

2.9

91.4

78

1

2.9

2.9

94.3

79

1

2.9

2.9

97.1

80

1

2.9

2.9

100.0

35

100.0

100.0

Total

Students English Learning Achievement Frequency

Percent

Valid Percent

Cumulative Percent

56

2

5.7

5.7

5.7

58

1

2.9

2.9

8.6

59

1

2.9

2.9

11.4

60

2

5.7

5.7

17.1

61

1

2.9

2.9

20.0

63

1

2.9

2.9

22.9

64

2

5.7

5.7

28.6

66

2

5.7

5.7

34.3

68

1

2.9

2.9

37.1

69

3

8.6

8.6

45.7

74

2

5.7

5.7

51.4

75

2

5.7

5.7

57.1

76

1

2.9

2.9

60.0

78

2

5.7

5.7

65.7

79

2

5.7

5.7

71.4

82

2

5.7

5.7

77.1

84

3

8.6

8.6

85.7

86

2

5.7

5.7

91.4

87

1

2.9

2.9

94.3

89

1

2.9

2.9

97.1

93

1

2.9

2.9

100.0

35

100.0

100.0

Valid

Total

Histogram

Explore Case Processing Summary Cases Valid N Parents Involvement Students English Learning Achievement

Missing

Percent

N

Total

Percent

N

Percent

35

100.0%

0

0.0%

35

100.0%

35

100.0%

0

0.0%

35

100.0%

Descriptives Statistic Mean

63.00

95% Confidence Interval for

Lower Bound

59.66

Mean

Upper Bound

66.34

5% Trimmed Mean

62.91

Median

64.00

Variance Parents Involvement

Std. Deviation

9.729

Minimum

48

Maximum

80

Range

32

Interquartile Range

16

Kurtosis Mean

Achievement

.006

.398

-1.123

.778

72.94

1.780

95% Confidence Interval for

Lower Bound

69.33

Mean

Upper Bound

76.56

5% Trimmed Mean

72.87

Median

74.00

Variance Std. Deviation

110.879 10.530

Minimum

56

Maximum

93

Range

37

Interquartile Range

18

Skewness Kurtosis

1.644

94.647

Skewness

Students English Learning

Std. Error

.014

.398

-1.156

.778

Tests of Normality a

Kolmogorov-Smirnov Statistic Parents Involvement Students English Learning Achievement

Sig.

Statistic

df

Sig.

.108

35

.200

*

.950

35

.114

.103

35

.200

*

.957

35

.183

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

df

Shapiro-Wilk

Descriptives Descriptive Statistics

N

Range

Minimum

Maximum

Sum

Mean

Std.

Variance

Deviation Statistic

Statistic

Statistic

Statistic

Statistic

Statistic

Std.

Statistic

Statistic

Error Parents 35

32

48

80

2205

63.00

1.644

9.729

94.647

35

37

56

93

2553

72.94

1.780

10.530

110.879

Involvement Students English Learning Achievement Valid N 35 (listwise)

Appendix 6 OPEN-ENDED QUESTION “The Correlation between Parents’ Involvement and Student’s English Learning Achievement” A. Petunjuk Umum 1. Lembar pertanyaan terbuka bagi orang tua ini bersifat ilmiah, tidak ada tujuan lain. 2. Ayah dan Bunda bisa memberikan uraian atas pertanyaan yang dimaksud. B. Biodata Responden (penjawab pertanyaan) 1. Nama Ayah/Bunda : 2. Orang tua/Wali dari : PERTANYAAN:

1. Apa sajakah bentuk keterlibatan Ayah/Bunda terhadap Ananda di rumah guna mencapai prestasi belajar yang memuaskan? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

2. Apa sajakah bentuk keterlibatan Ayah/Bunda terhadap Ananda di Sekolah guna mencapai hasil belajar yang memuaskan? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Menurut Ayah atau Bunda, apakah Ayah/Bunda telah memberikan kontribusi dukungan baik moril maupun materil yang memadai kepada Ananda guna mencapai prestasi belajar yang baik? Seperti apa saja? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ~Terima kasih atas partisipasi Ayah dan Bunda~

OPEN-ENDED QUESTION OF PARENTS INVOLVEMENT

No 1

Respondents / Parents’ answer

2

3

4

5 6

7

8

9

1 Sebagai orang tua kami selalu mengingatkan waktu belajar dan mengerjakan PR kalau di rumah. Nyuruh anak berangkat sekolah aja kadang susah, makanya ya itu rajin banget nyuruh mereka ke sekolah, takut anak gak pinter kalau gak sekolah. Keterlibatan di rumah dengan membuatkan jadwal belajar supaya disiplin belajarnya dan terbiasa belajar kalau pulang di rumah. Keterlibatan kami sebagai orang tua di rumah dengan memberi asupan makanan yang bergizi untuk anak supaya sehat dan bisa belajar dengan baik. Melakukan sharing di rumah terkait apa saja yang terjadi dan dipelajari di sekolah. Orang tua terlibat itu dengan menyuruh anak rajin belajar, sekolah yang benar dan jangan main melulu. Kami orang tua memantau jam belajar anak di rumah. Saya selalu mengajarkan pada anak bahwa belajar adalah kebutuhan dan bukan suatu paksaan. Kami selalu memeriksa bukunya sepulang dari sekolah, menanyakan apa ada PR atau gak, kalau ada harus dikerjakan dulubaru boleh main.

Question Numbers 2

APPENDIX 7

3

Turut serta kegiatan apapun yang dilakukan atau diadakan oleh pihak sekolah.

Iya. Membiayai semua yang berkaitan dengan kebutuhannya untuk menunjang prestasinya.

Ya ke sekolah kalau ada panggilan aja, Bu.

Iya. Bayaran SPP atau iuran apa aja sesuai aturan sekolah.

Kami berusaha mengingatkan agar berhubungan yang baik dengan seluruh anggoa sekolah demi keberhasilan anak.

Iya. Selama bisa dengan materil ya kami usahakan. Intinya, tidak mematahkan semangatnya untuk maju.

Kegiatan apapun yang diadakan oleh sekolah kami mendukungnya dan mengizinkan anak kami untuk mengikutinya.

Iya. Karena memuji dan menyemangatinya pasti sangat berpengaruh pada kesehariannya di sekolah dan dalam belajar.

Orang tua brusaha membangun komunikasi yang baik dengan pihak sekolah.

Iya. Semaksimal mungkin akan membiyai selama itu untuk pendidikannya.

Ikut saja seua kegiatan yang diadain oleh sekolah.

Iya. Bayaran SPP, uang kegiatan, selalu ikut rapat, dan ambil rapport anak setahun 4 kali.

Memberikan peran serta aktif dalam kegiatan di sekolah, ikut dalam komite sekolah dan mendukung anak. Saya ikut kontribusi di semua kegiatan sekolah, selama itu hal yang baik dan mendukung pendidikan anak. Karena anak saya dua orang laki laki, jadi saya selalu menanyakan masalah absensi di sekolah supaya gak kecolongan. Kalau kegiatan sekolah, kami mengikuti saja semuanya.

Iya. Alhamdulillah, anak saya selalu ranking dan biar anak saya senang dan termotivasi saya selalu memberikan hadiah. Iya. Support adalah hal yang bisa orang tua lakukan dan pasti akan berdampak positif bagi hasil kemampuan anak. Iya. Belikn anak Buku pelajaran dan LKS supaya bisa membantu nilai nilai pelajaran di sekolah.

No

10

Respondents / Parents’ answer

11

12

13 14 15

16

17

18

1 Saya memotivasi anak terus menerus dan menekankan bahwa tidak pintar bukan berarti bodoh. Kalau di rumah kami sebagai orang tua mencoba membantu anak dengan menyuruhnya ikut les tambahan seperti kursus bimbel. Sebagai orang tua, dengan bekerja keras kami memenuhi kebutuhan anak di rumah atau di sekolah. Saya selalu menemani anak dalam menyelesaikan PR mereka dan membantu kalau ada kesulitan belajar. Mengajari anak supaya disiplin belajar dan sekolah. Kami memfasilitasi anak dengan internet di rumah, supaya tidak keluyuran dan main game di luar. Terpantau juga jam belajarnya. Menanyakan apa ada PR dari sekolah atau tidak, mengecek buku bukunya dan kadang menanyakan apa saja yang terjadi di sekolah. Saya selalu mengontrol anak terhadap kegiatan yang dikerjakannya seharian baik di sekolah maupun di rumah. Kami selalu meluangkan waktu teruama di weekend untuk berbagi cerita dan memberikannya support dan motivasi..

Question Numbers 2 Membangun komunikasi yang baik dengan pihak sekolah terutama wali kelas.

3 Iya. Sebagai orang tua, saya berusaha memenuhi semaksimal mungkin yangberkaitan dengan kemajuan belajarnya.

Kalau di sekolah kami sebagai orang tua mendukung seluruh program sekolah.

Iya. Dengan memasukkan anak kami ke bimbel tentu untuk menambah ilmu dan mengasah kemampuannya.

Semua program kami ikuti dan anak kami bolehkan untuk ikut juga.

Orang tua sudah kerja, anak sekolah. Tidak ranking tidak apa apa yang penting belajarnya.

Di sekolah ya terlibat apa saja yang memang melibatkan orang tua. Mengikuti semua program sekolah. Saya aktif terlibat dalam komite sekolah.

Mengikuti semua rapat orang tua murid. Saya berhubungan baik dengan wali kelas anak saya. Kami berhubungan baikdengan wali kelas, memiliki nomornya sehingga memudahkan dalam berkomunikasi..

Sejauh ini, anak saya cukup baik meski tidak 10 besar tetapi tidak ada keluhan terhadap aktifitasnya di sekolah. Iya. Moril materil semua diberikan kalau untuk anak supaya berhasil kelak. Prestasi belajar anak itu ditentukan oleh orang tua sebenarnya, apabila orang tua mensupport anak dengan baik, tentu anak akan berprestasi. Moril dan materil semuanya diusahakan selama untuk keberhasilan dan kesuksesan anak di masa depan. Saya merasa hal hal yang sudah diterapkan pada anak saya cukup berhasil dan prestasinya juga tidak buruk. Iya. Pemantauan istri saya terhadap perkembangan anak di sekolah menurut saya adalah bentuk dukungan moril dan materil yang sangat baik.

No

19

Respondents / Parents’ answer

20

21

22

23

24

25

26

27

1 Sebagai orang tua, mendengarkan cerita cerita nak di sekolah dan mendengar keluhannya adalah bentuk keterlibatan dan kasih sayang kami terhadap anak. Saya membantu anak saya dalam mencarikan solusi permasalahan yang dialaminya dan menurutnya rumit agar ia tidak merasa sendiri. Sebagi Ibu rumah tangga, saya hanya mampu memberikan yang terbaik yang bisa saya lakukan untuk anak di rumah. Anak saya anak laki laki yang perlu penanganan khusus, sehingga saya sangat ketat menjaganya dan mendisiplinkannya Fasilitas yang dibutuhkan oleh anak saya selalu saya coba penuhi sebagai bentuk dukungan orang tua di rumah. Menemani anak dalam mengerjakan pekerjaan rumah dan tugas tugas yang diberikan di sekolah. Sebagai orang tua, dengan bekerja keras kami memenuhi kebutuhan anak di rumah atau di sekolah. Saya dan suami sibuk bekerja, di rumah anak diingatkan saja tentang PR dan tugas tugas lainnya. Membelikan semua keperluannya bahkan menyuruhnya les tambahan karena sudah kelas tiga.

Question Numbers 2

3

Kegiatan yang sifatnya positif yang diadakan oleh sekolah selalu kami dukung.

Orang tua perlu mengerti bahwa hasil bukanlah segalanya dan proses lebih penting.

Semua bentuk kegiatan yang dilakukan oleh sekolah seperti pendalaman materi sangatlah saya dukung.

Orang tua tentu akan memberkan dukungan moril dan materil supaya bisa membuatnya anaknya berhasil.

Kalau ada undangan rapat orang tua murid atau kegiatan lain, saya pasti selalu datang.

Alhamdulillah, anak saya bisa mengikuti semua pelajaran dan tidak pernah tinggal kelas.

Menanyakan pada sekolah terutama wali kelas mengenai absensi anak saya merupakan hal selalu saya lakukan. Saya aktif dalam komite sekolah, sehingga memiliki hubungan yang baik dengan pihak sekolah.

Anak laki laki memang sedikit sulit kalau mengenai pelajaran, tetapi saya sebagai orang tua selalu memberikan dukungan moril dan materil. Dukungan moril dan materil itulah contoh dari keterlibatan saya agar anak saya berhasil dan berprestasi di sekolah.

Mendukung sekali dalam rangka pendalaman materi yang dilakukan oleh sekolah.

Iya. Dengan menuhi semua kebutuhan anak di rumah dan di sekolah.

Semua program kami ikuti dan anak kami bolehkan untuk ikut juga.

Orang tua sudah kerja, anak sekolah. Tidak ranking tidak apa apa yang penting belajarnya.

Seringnya kalau ada rapat dan panggilan orang tua baru datang. Sebab, pekerjaan banyak dan gak bisa ditinggal.

Beli buku, pendalaman materi, ya semuanya itu supaya anak berhasil dan lulus UAN.

Kegiatan positif yang diadakan sekolah selalu kami dukung.

Iya. Semua dukungan di atas semata mata untuk keberhasilan anak dalam belajar.

No 28

Respondents / Parents’ answer

29 30

31 32 33

1 Sebagai orang tua kami selalu mengingatkan waktu belajar dan mengerjakan PR kalau di rumah. Mengajari anak supaya disiplin belajar dan sekolah. Kami memfasilitasi anak dengan kebutuhan mengenai semua tugas sekolah dan memantau jam belajarnya. Kami sebagai orang tua meluangkan waktu untuk acara keluarga dan sharing. Saya dan suami bekerja itu untuk kebutuhan anak sekolah dan sehari-hari. Di rumah kami memberikannya les tambahan dengan privat di rumah karena sudah kelas tiga dan sebentar lagi UN.

Question Numbers 2 Turut serta kegiatan apapun yang dilakukan atau diadakan oleh pihak sekolah. Mengikuti semua program sekolah. Saya berkontribusi terhadap semua kegiatan yang diadakan sekolah karena saya adalah anggota komite sekolah. Semua kegiatan yang diadakan oleh sekolah kami mendukungnya dan selalu datang apabila ada undangan orang tua. Kalau ada undangan rapat orang tua dan pembagian raport tiap semester pasti datang. Mendukung semua kegiatan sekolah seperti PM dll.

34

Sebagai orang tua, kami memantau anak dalam PR dan tugas tugasnya apakah sudah dikerjakan atau belum.

Mengikuti semua kegiatan di sekolah.

35

Saya selalu menyuruh anak supaya rajin belajar dan jangan main melulu, karena anak laki laki pulang sekolah tidak langsung pulang.

Kegiatan apa saja asalkan tidak pakai biaya yang mahal saya dukung dan anak pasti ikut.

3 Iya. Membiayai semua yang berkaitan dengan kebutuhannya untuk menunjang prestasinya. Iya. Moril materil semua diberikan untuk anak supaya berhasil kelak. Amin. Iya, anak saya berprestasi dan bisa mengatasi semua kesulitan kesulitannya dalam pelajaran sejauh ini. Iya, secara moril dengan sharing secara materil dengan memfasilitasinya buku buku jangan sampai tidak ada buku untuk belajar.. Ya semua, yang penting anak bisa belajar, naik kelas terus dn tahun ini bisa lulus ujian. Iya, les privat sebagai bentuk dukungan untuk mengasah kemampuannya dan bisa lebih baik lagi dalam pelajaran. Iya, secara materil kami usahakan untuk tidak pernah elat mebayar SPP supaya selalu bisa mengikuti ujian dan anak tidak khawatir serta malu. Moril materil didukung supaya mencapai hasil prestasi belajar yang memuaskan. Semua orang tua juga maunya anaknya pinter dan dan dapat nilai bagus di sekolah.

Appendix 8 RESULT OF OPEN-ENDED QUESTION “The Correlation between Parents’ Involvement and Student’s English Learning Achievement” 1. Apa sajakah bentuk keterlibatan Ayah/Bunda terhadap Ananda di rumah guna mencapai prestasi belajar yang memuaskan?  Mengingatkan waktu belajar dan mengecek tugas dari sekolah = 4 = 11,4%  Mengajari anak untuk berdisiplin waktu = 4 = 11,4%  Menemani anak belajar dan mengerjakan tugas = 2 = 5,7%  Memberi asupan makanan bergizi = 2 = 5,7%  Melakukan sharing = 6 = 17,1%  Memantau aktifitas anak saat di rumah = 5 = 14,2%  Memberikan motivasi = 3 = 8,5%  Menjadwalkan kursus tambahan terkait pelajaran = 2 = 5,7%  Memfasilitasi dan memenuhi kebutuhan anak = 7 = 20%

2. Apa sajakah bentuk keterlibatan Ayah/Bunda terhadap Ananda di Sekolah guna mendukung pencapaian hasil belajar yang memuaskan?  Turut serta dalam kegiatan = 8 = 22,8%  Datang saar rapat orang tua / pengambilan raport = 5 = 14,2%  Berhubungan baik dengan pihak sekolah maupun wali kelas = 8 = 22,8%  Mendukung semua kegitan yang sifatnya positif = 9 = 25,7%  Berkontribusi aktif dan terlibat dalam komite sekolah = 5 = 14,2%

3. Menurut Ayah atau Bunda, apakah Ayah/Bunda telah memberikan kontribusi dukungan baik moril maupun materil yang memadai kepada Ananda guna mencapai prestasi belajar yang baik? Seperti apa saja?  Iya = 35 = 100%  Membiayai kebutuhan anak = 13 = 37,1%  Membayar SPP = 3 = 8,5%  Memberikan motivasi, encouragement dan support = 10 = 28,7%  Memberikan kursus tambahan = 5 = 14,2%  Menunjukan kepedulian = 4 = 11,4%

Appendix 9

TRIANGULASI DATA KUESIONER DAN OPEN ENDED QUESTION No

1

2

3

4

Kode Nama

A

B

C

D

L/P

L

L

L

P

Nilai Raport

Parent's Perception

66

Sebagai orang tua kami selalu mengingatkan waktu belajar dan mengerjakan PR kalau di rumah.

Turut serta kegiatan apapun yang dilakukan atau diadakan oleh pihak sekolah.

Iya. Membiayai semua yang berkaitan dengan kebutuhannya untuk menunjang prestasinya.

63

Nyuruh anak berangkat sekolah aja kadang susah, makanya ya itu rajin banget nyuruh mereka ke sekolah, takut anak gak pinter kalau gak sekolah.

Ya ke sekolah kalau ada panggilan aja, Bu.

Iya. Bayaran SPP atau iuran apa aja sesuai aturan sekolah.

69

Melakukan sharing di rumah terkait apa saja yang terjadi dan dipelajari di sekolah.

Orang tua brusaha membangun komunikasi yang baik dengan pihak sekolah.

Iya. Semaksimal mungkin akan membiyai selama itu untuk pendidikannya.

78

Orang tua terlibat itu dengan menyuruh anak rajin belajar, sekolah yang benar dan jangan main melulu.

Ikut saja seua kegiatan yang diadain oleh sekolah.

Iya. Bayaran SPP, uang kegiatan, selalu ikut rapat, dan ambil rapport anak setahun 4 kali.

5

6

E

F

P

P

84

78

7

G

L

66

8

H

P

74

9

I

P

84

Keterlibatan di rumah dengan membuatkan jadwal belajar supaya disiplin belajarnya dan terbiasa belajar kalau pulang di rumah.

Kami berusaha mengingatkan agar berhubungan yang baik dengan seluruh anggoa sekolah demi keberhasilan anak.

Iya. Selama bisa dengan materil ya kami usahakan. Intinya, tidak mematahkan semangatnya untuk maju.

Kami orang tua memantau jam belajar anak di rumah.

Memberikan peran serta aktif dalam kegiatan di sekolah, ikut dalam komite sekolah dan mendukung anak.

Iya. Alhamdulillah, anak saya selalu ranking dan biar anak saya senang dan termotivasi saya selalu memberikan hadiah.

Saya selalu mengajarkan pada anak bahwa belajar adalah kebutuhan dan bukan suatu paksaan.

Saya ikut kontribusi di semua kegiatan sekolah, selama itu hal yang baik dan mendukung pendidikan anak.

Iya. Support adalah hal yang bisa orang tua lakukan dan pasti akan berdampak positif bagi hasil kemampuan anak.

Keterlibatan kami sebagai orang tua di rumah dengan memberi asupan makanan yang bergizi untuk anak supaya sehat dan bisa belajar dengan baik.

Kegiatan apapun yang diadakan oleh sekolah kami mendukungnya dan mengizinkan anak kami untuk mengikutinya.

Iya. Karena memuji dan menyemangatinya pasti sangat berpengaruh pada kesehariannya di sekolah dan dalam belajar.

10

11

12

13

14

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K

L

M

N

P

L

L

P

L

69

Saya selalu menemani anak dalam menyelesaikan PR mereka dan membantu kalau ada kesulitan belajar.

Di sekolah ya terlibat apa saja yang memang melibatkan orang tua.

Sejauh ini, anak saya cukup baik meski tidak 10 besar tetapi tidak ada keluhan terhadap aktifitasnya di sekolah.

79

Kami memfasilitasi anak dengan internet di rumah, supaya tidak keluyuran dan main game di luar. Terpantau juga jam belajarnya.

Saya aktif terlibat dalam komite sekolah.

Prestasi belajar anak itu ditentukan oleh orang tua sebenarnya, apabila orang tua mensupport anak dengan baik, tentu anak akan berprestasi.

60

Sebagai orang tua, dengan bekerja keras kami memenuhi kebutuhan anak di rumah atau di sekolah.

Semua program kami ikuti dan anak kami bolehkan untuk ikut juga.

Orang tua sudah kerja, anak sekolah. Tidak ranking tidak apa apa yang penting belajarnya.

74

Sebagai orang tua, mendengarkan cerita cerita nak di sekolah dan mendengar keluhannya adalah bentuk keterlibatan dan kasih sayang kami terhadap anak.

Kegiatan yang sifatnya positif yang diadakan oleh sekolah selalu kami dukung.

Orang tua perlu mengerti bahwa hasil bukanlah segalanya dan proses lebih penting.

56

Mengajari anak supaya disiplin belajar dan sekolah.

Mengikuti semua program sekolah.

Iya. Moril materil semua diberikan kalau untuk anak supaya berhasil kelak.

15

16

17

18

19

O

P

Q

R

S

P

L

L

L

L

Saya berkontribusi terhadap semua kegiatan yang diadakan sekolah karena saya adalah anggota komite sekolah.

Iya, anak saya berprestasi dan bisa mengatasi semua kesulitan kesulitannya dalam pelajaran sejauh ini.

58

Menanyakan Anak saya anak pada sekolah laki laki yang terutama wali perlu penanganan kelas mengenai khusus, sehingga absensi anak saya sangat ketat saya merupakan menjaganya dan hal selalu saya mendisiplinkannya lakukan.

Anak laki laki memang sedikit sulit kalau mengenai pelajaran, tetapi saya sebagai orang tua selalu memberikan dukungan moril dan materil.

56

Sebagai orang tua, dengan bekerja keras kami memenuhi kebutuhan anak di rumah atau di sekolah.

Semua program kami ikuti dan anak kami bolehkan untuk ikut juga.

Orang tua sudah kerja, anak sekolah. Tidak ranking tidak apa apa yang penting belajarnya.

61

Saya dan suami sibuk bekerja, di rumah anak diingatkan saja tentang PR dan tugas tugas lainnya.

Seringnya kalau ada rapat dan panggilan orang tua baru datang. Sebab, pekerjaan banyak dan gak bisa ditinggal.

Beli buku, pendalaman materi, ya semuanya itu supaya anak berhasil dan lulus UAN.

64

Sebagai orang tua kami selalu mengingatkan waktu belajar dan mengerjakan PR kalau di rumah.

Turut serta kegiatan apapun yang dilakukan atau diadakan oleh pihak sekolah.

Iya. Membiayai semua yang berkaitan dengan kebutuhannya untuk menunjang prestasinya.

75

Kami memfasilitasi anak dengan kebutuhan mengenai semua tugas sekolah dan memantau jam belajarnya.

20

21

22

23

T

U

V

W

L

P

P

L

64

Mengajari anak supaya disiplin belajar dan sekolah.

Mengikuti semua program sekolah.

Iya. Moril materil semua diberikan untuk anak supaya berhasil kelak. Amin.

86

Kalau di rumah kami sebagai orang tua mencoba membantu anak dengan menyuruhnya ikut les tambahan seperti kursus bimbel.

Kalau di sekolah kami sebagai orang tua mendukung seluruh program sekolah.

Iya. Dengan memasukkan anak kami ke bimbel tentu untuk menambah ilmu dan mengasah kemampuannya.

87

Saya selalu mengontrol anak terhadap kegiatan yang dikerjakannya seharian baik di sekolah maupun di rumah.

Saya berhubungan baik dengan wali kelas anak saya.

Saya merasa hal hal yang sudah diterapkan pada anak saya cukup berhasil dan prestasinya juga tidak buruk.

Kami selalu memeriksa bukunya sepulang dari sekolah, menanyakan apa ada PR atau gak, kalau ada harus dikerjakan dulubaru boleh main.

Karena anak saya dua orang laki laki, jadi saya selalu menanyakan masalah absensi di sekolah supaya gak kecolongan. Kalau kegiatan sekolah, kami mengikuti saja semuanya.

Iya. Belikn anak Buku pelajaran dan LKS supaya bisa membantu nilai nilai pelajaran di sekolah.

82

24

25

26

27

X

Y

Z

AA

L

P

P

P

Moril materil didukung supaya mencapai hasil prestasi belajar yang memuaskan. Semua orang tua juga maunya anaknya pinter dan dan dapat nilai bagus di sekolah.

59

Saya selalu menyuruh anak supaya rajin belajar dan jangan main melulu, karena anak laki laki pulang sekolah tidak langsung pulang.

86

Kami Iya. Pemantauan Kami selalu berhubungan istri saya terhadap meluangkan waktu baikdengan perkembangan teruama di wali kelas, anak di sekolah weekend untuk memiliki menurut saya berbagi cerita dan nomornya adalah bentuk memberikannya sehingga dukungan moril support dan memudahkan dan materil yang motivasi.. dalam sangat baik. berkomunikasi..

79

Kami sebagai orang tua meluangkan waktu untuk acara keluarga dan sharing.

Semua kegiatan yang diadakan oleh sekolah kami mendukungnya dan selalu datang apabila ada undangan orang tua.

Iya, secara moril dengan sharing secara materil dengan memfasilitasinya buku buku jangan sampai tidak ada buku untuk belajar..

68

Saya dan suami bekerja itu untuk kebutuhan anak sekolah dan sehari-hari.

Kalau ada undangan rapat orang tua dan pembagian raport tiap semester pasti datang.

Ya semua, yang penting anak bisa belajar, naik kelas terus dn tahun ini bisa lulus ujian.

Kegiatan apa saja asalkan tidak pakai biaya yang mahal saya dukung dan anak pasti ikut.

28

29

30

31

32

AB

AC

AD

AE

AF

L

P

P

L

P

Saya aktif dalam komite sekolah, sehingga memiliki hubungan yang baik dengan pihak sekolah.

Dukungan moril dan materil itulah contoh dari keterlibatan saya agar anak saya berhasil dan berprestasi di sekolah.

69

Sebagai orang tua, kami memantau anak dalam PR dan tugas tugasnya apakah sudah dikerjakan atau belum.

Mengikuti semua kegiatan di sekolah.

Iya, secara materil kami usahakan untuk tidak pernah elat mebayar SPP supaya selalu bisa mengikuti ujian dan anak tidak khawatir serta malu.

93

Saya membantu anak saya dalam mencarikan solusi permasalahan yang dialaminya dan menurutnya rumit agar ia tidak merasa sendiri.

Semua bentuk kegiatan yang dilakukan oleh sekolah seperti pendalaman materi sangatlah saya dukung.

Orang tua tentu akan memberkan dukungan moril dan materil supaya bisa membuatnya anaknya berhasil.

Menemani anak dalam mengerjakan pekerjaan rumah dan tugas tugas yang diberikan di sekolah. Membelikan semua keperluannya bahkan menyuruhnya les tambahan karena sudah kelas tiga.

Mendukung sekali dalam rangka pendalaman materi yang dilakukan oleh sekolah.

Iya. Dengan menuhi semua kebutuhan anak di rumah dan di sekolah.

Kegiatan positif yang diadakan sekolah selalu kami dukung.

Iya. Semua dukungan di atas semata mata untuk keberhasilan anak dalam belajar.

82

76

75

Fasilitas yang dibutuhkan oleh anak saya selalu saya coba penuhi sebagai bentuk dukungan orang tua di rumah.

33

34

35

AG

AH

AI

L

P

P

60

Sebagi Ibu rumah tangga, saya hanya mampu memberikan yang terbaik yang bisa saya lakukan untuk anak di rumah.

89

Di rumah kami memberikannya les tambahan dengan privat di rumah karena sudah kelas tiga dan sebentar lagi UN.

84

Menanyakan apa ada PR dari sekolah atau tidak, mengecek buku bukunya dan kadang menanyakan apa saja yang terjadi di sekolah.

Kalau ada undangan rapat orang tua murid atau kegiatan lain, saya pasti selalu datang.

Alhamdulillah, anak saya bisa mengikuti semua pelajaran dan tidak pernah tinggal kelas.

Mendukung semua kegiatan sekolah seperti PM dll.

Iya, les privat sebagai bentuk dukungan untuk mengasah kemampuannya dan bisa lebih baik lagi dalam pelajaran.

Mengikuti semua rapat orang tua murid.

Moril dan materil semuanya diusahakan selama untuk keberhasilan dan kesuksesan anak di masa depan.

a-

KEMENTERIAN AGAMA UIN JAKARTA FITK

: FITK-FR-AKD-O82 Terbit : 1 Maret 2010 No. Revisi: : 01 No.

FORM (FR)

Jl. k. H. Juanda No 95 Ciputat 15412 lndonesia

Dokumen

Tgl. Hal

111

SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.0 1 /F. lfl( tvt.ot.z fi?..\hzou Lamp. : Hal : Permohonan Izin Penelitian

Jakarta,

l6 Desember 2014

i

Kepada Yth. Kepala Sekolah SMP Ibu Pertiwi

di Tempat Assalamu' alaikum wr.wb. Dengan hormat lcami sampaikan bahwa,

Nama

Nurmaw lzatillah

NIM

l I r0014000041

Jurusan

Pendidikan Bahasa Inggrs

Semester

Sembilan (9)

Tahun Akademik

2014/2015

Judul Skripsi

The Relationship between Parents Involvement and Students' English Achievement at Eight Grade Students of SMP Ibu Pertiwi.

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di sekolah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimalaud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was s al atnu' alaihtm wr. wb.

Bahasa Inggns

t 1212 t99rc3 Tembusan: Dekan FITK Pembantu Dekan Bidang Akademik Mahasiswa yang bersangkutan

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Nama

NURIiAUU'I'ZATILLAH

Tempat Tgl Lahir

Jakarta, 07 Februari 1992

Universitas

Universitas Islam Negeri

NIM

111001400004r

Fakultasfurusan

Ilmu Tarbiyah dan Keguruan

:

Sprif Hidaptullah Jakarta

/

Pendidkan Bahasa Inggris

Nama tersebut dhtas adalah benar telah nrelakukan riset sebagai syarat menyelsaikan Tugas Akhir skiipEi ui sMP Ihu Peniwi Jakiiitir yaiifi liadii iriitrprn Muleii Tiiiililal 20 DESEihber - 29 DEiEitrbdr 20L4. Demikian Sur:at K&rangnn ini kami brnt, agar dapat dipergunakan sebagaimana mestinya.

Ahs perhatiannla kami ucapkan hrima kasih.

Jakarta,

31 Desember Ml

T: KEME.}ITERIAN AGAMA UtN JAKARTA FITK

: Terbit : :

FORM (FR)

Jl. h. H. Juada No 95 Cipulat 15412 lndonesia

No. Dokumen Tgl. No. R'e\risi.

00

Hal

111

FITK-FR-AKEI-103 23 *lan*ari ?413

PENGESAHAN PROPOSAL SKRIPSI

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Proposal skripsi dengan judul tersebut diatas telah diujikan pada

tanggal.l{.*.:.. ZOtq

telah direvisi sesuai dengan saran penguji, dan telah dinyatakan LULUS Jakarta,

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....

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No

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No.

Ciputat 15412 lndonesia

Dokumen

:

Terbit :

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FITK-FR-AKD-081

1 Maret 2010 01 111

SURAT BIMBINGAN SKRIPSI Nomor : Un.0 1/F. llKM.0l.3l2492l20l4 Lamp. : Hal : Bimbingan Skripsi

Jakarta, 25 Agustus 2014

Kepada Yth.

l. 2.

Drs Nasitudin Djalil, M.Ag. Maya Devianty, M.Pd. Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. Assalamu' al aikum wr.wb.

Dengan

ini diharapkan

kesediaan Saudara untuk menjadi pembimbing VII

(materi/teknis) penulisan skripsi mahasiswa: Nama

Nurmaw'Izatillah

NIM

I I 10014000041

Jurusan

Pendidikan Bahasa Inggrs

Semester

D( (sembilan)

The Relationship between Parents' Involvement

Judul Skripsi

and

Students' English Learning Achievement Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 4 luni 2014, abstraksi/oatline terlampir. Saudara dapat melakukan penrbahan redalsional pada judul te,rcebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi

ini

diharapkan selesai dalam waktu

6

(enam) bulan, dan dapat

diperpanjang selama 6 (enam) bulan berikubrya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was s al amu' alaihtm

wr.wb. n Bahasa Inggris

Tembusan:

l. 2.

*t

DekanFITK Mahasiswa ybs.

l:

LIST OF REFERENCES Name : NURMAW IZATILLAH

NIM

:1110014000041

Title

: THE CORRELATIO-N BETWEEN PARENTS' INVOLVEMENT AND STUDENTS' EIVGLISH LEARNING ACHIVEMENT REFERENCES

No.

A

I

Chapter I Lester D. Crow and Alice Crow, Educational P sychologr, Revised Ed., (New York: American Book Company,

Signature

r

1958), p. v.

2

f

Muhibbin Syah, Psikologi Pendidikan dengan Pendekatan Baru, (Bandung: PT Remaja

Rosdakarya, 201 0), p. 129.

3

Delores C. Pena, Parent Involvement: Influencing Factors and Implic ations, The Journal ofeducational Research, VoL 94, No. 1,2000,

4

p. 42.

Eva M. Pomerantz, et. al., The How, Whom and Why Parents' Lnvolvement in Children's Academic Lives: More Is Not

r

Always Better, American Educational Research Assosiation, Yol. 77, No. 3,

2007,p.376. Chapter

B

II

Norman E. Gronlund, Mesurement and Evaluation in Teaching, (New York: Macmillan Publishing Co., lnc., 1976), p.331.

2

Jum C. Nunnally, Educational Measurement and Evaluation, (New York: Mc-Graw Hill Book Company, 1964),

) ar

;,

r'

'

p.345.

Nana Syaodih, Sukmadinat4 Landasan P silrolo gi Pro ses P endidikan, (Bandung: PT Remaja Rosdakarya,2007), p. 103.

v

r

Signature

-

4

M. Alisuf Sabri, Psikologi Pendidikan, (Jakarta: Pedoman Ilmu Jaya, 1996), p. 55.

M. Alisuf 5

Sao-ri, Psifrologi Pendidikan,

(Jakarta: Pedoman Ilmu Jaya, 1996),p.

54. 6

7

8

9

r,r

r

W. S. Winkel, Psikologi Pengajaran, (Yogyakarta: Media Abadi, 2009), p. 18. Gordon H. Bower and Ernest R Hilgard, Theories of Learning,str Ed., (New Jersey: Prentice Hall, Inc., 1981), p. 11. Julian C. Stanley, Measurement in Today's School, (New Jersey: Prentice Hall, 1964),p.2. Louis J. Karmel, Testing in Our Schools, (New York: The Macmillan Company,

,{

oY

v

1966), p. 38.

M. Chabib Thoha,

l0

ll

Telcnik Evaluasi

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