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

iv

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.

v

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.

vi

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.

vii

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

viii

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

ix

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

x

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

xi

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

xii

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

1

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.

2

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.

3

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

5 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.

4

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?”

5

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.

6

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

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

2 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, 5

th Ed., (New Jersey:

Prentice Hall, Inc., 1981), p. 11.

7

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

5 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. 7Jum 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.

8

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.

9 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),

p. 38. 11

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

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.

9

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,

9th

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.

10

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:

11

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

17

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.

12

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 Eksternal Siswa Pendekatan Belajar Siswa

1. Aspek Fisiologis:

a. Tonus jasmani

b. Pancaindera

2. Aspek Psikologis

1. Lingkungan Sosial:

a. Keluarga

b. Guru dan staf

c. Masyarakat

1. Pendekatan Tinggi

a. Speculative

b. Achieving

2. Pendekatan Sedang

21

Muhibbinsyah, op. cit., p. 137.

13

a. Inteligensi

b. Motivasi

c. Minat

d. Sikap

e. Bakat

d. Teman

2. Lingkungan Non-sosial

a. Rumah

b. Sekolah

c. Peralatan

d. Alam

a. Analytical

b. Deep

3. Pendekatan Rendah

a. Reproductive

b. Surface

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. 27

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.

15

school front through their presence at general school meetings and parent-

teacher 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 school-

based 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

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.

Home School

Discussing

school

activities

Aspiration

and

expectation

Parenting

style

Reading

at home

Checking

homework

Home

rules and

supervision

Contacting

school

personnel

Attending

PTO, etc.

Volunteering

at school

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

Ibid., p. 83. 32

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

col. 1. 33

Sawrey, op. cit., p. 493. 34

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. 39

Chambers, op. cit., p. 84. 40

Susan M. Gass and Alison Mackey, Theories in Second Language Acquisition, ed. Bill

VanPatten and Jessica Williams, (New Jersey: Lawrence Erlbaum Associates, 2007 ), p. 177. 41

Ibid., p. 194.

20

people, who speak the target language as their mother- tongue, may be more

aware of the usefulness of the target language.42

B. Conceptual Framework

English which has been stated as a foreign language in Indonesia becomes

one of important subject that is needed to be learned because it is examined in the

National Final Examination in Indonesia. Students, parents, teachers and school

are trying to 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

Schute, op. cit., p. 1-11. 44

Eva M. Pomerantz, et. al., op. cit., p. 374-410.

22

Thirdly, the related research that the researcher chose is from Topor et. al.

on the research “Parents Involvement and Student Academic Performance: A

Multiple Mediational Analysis”. The research is about parent involvement in a

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.

24

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.

25

C. Research Population and Sample

1. Population

Arikunto states that “Population is all subjects of the research”.3In 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

Home

Discussing school activities 1, 2, 21, 33

2 Aspiration and expectation 3, 6, 22, 23

3 Parenting Style 4, 5, 24, 32

4 Reading at home 7, 8, 9, 26

5 Checking homework 10, 11, 25, 30

6 Home rules and supervision 12, 19, 20, 34

7

School

Contacting school personnel 13, 14, 18, 27

8 Attending PTO, etc. 15, 29, 31, 35

9 Volunteering at school 16, 17, 28

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

Home

Discussing school activities 1, 2,

2 Aspiration and expectation 3, 6, 22

3 Parenting Style 4, 5, 24

4 Reading at home 7, 8, 9, 26

5 Checking homework 10, 11, 30

6 Home rules and supervision 19, 20, 34

7

School

Contacting school personnel 13, 27

8 Attending PTO, etc. 31, 35

9 Volunteering at school 16, 17, 28

Total 25

6 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

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

159.

Reliability Statistics

Cronbach's Alpha N of Items

,932 35

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

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:

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

∑X2 = 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

Total 35 100.0 100.0

36

Table 4.3

The Frequency of Student’s English Learning Achievement

Students English Learning Achievement

Frequency Percent Valid Percent Cumulative Percent

Valid

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

Total 35 100.0 100.0

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 Shapiro-

Wilk 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

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

Parents Involvement .108 35 .200* .950 35 .114

Students English Learning

Achievement .103 35 .200

* .957 35 .183

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

p. 256.

40

d. The Correlational Result

Table 4.5

The Result of Correlation Calculation

Correlations

Parents

Involvement

Students

English

Learning

Achievement

Parents Involvement

Pearson Correlation 1 .996**

Sig. (2-tailed) .000

N 35 35

Students English Learning

Achievement

Pearson Correlation .996** 1

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 of 0.05 = 2.035 and of 0.01 =

2.733. It means that is higher than 64.1 > 2.035 and 64.1 >

2.733. Therefore, the null hypothesis (Ho) is rejected. On the other words,

there is significant correlation between parents’ involvement and student’s

English learning achievement.

3. The Interpretation of the Data

Based on the analysis drawn, the result of normality test of

questionnaire showed that the data are normally distributed and it is found

that the correlation value is = 0.996. After knowing the correlation value,

then the researcher needs to classify the category of relationship as the table

follow:

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 of 0.01 = 2.733. It is obtained that is

higher than 64.1 > 2.035 and 64.1 > 2.733. Therefore, it is strongly

approved that the null hypothesis (Ho) is rejected. On the other words, there is

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.

45

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

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.

47

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Appendix 1

Reliability [DataSet0]

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases

Valid 35 100,0

Excludeda 0 ,0

Total 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

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's Alpha

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 Selalu Sering Kadang

-kadang

Tidak

pernah

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

7

Orang tua membelikan buku dan atau

kaset/VCD/DVD lagu atau film berbahasa

Inggris

8

Anda dibelikan buku bacaan oleh orang tua

seperti komik, novel, ensiklopedia atau buku

jenis lainnya yang menggunakan Bahasa

Inggris

9

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

*Terima Kasih atas Partisipasi Anda*

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

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

K/S 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 Total Raport

A 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 57 66

B 3 3 3 2 2 3 3 3 2 2 2 2 2 2 3 3 3 2 3 3 2 2 3 3 3 53 63

C 3 3 3 2 2 3 3 3 2 2 2 2 2 2 3 3 2 2 2 3 2 2 2 3 2 60 69

D 2 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 67 78

E 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 73 84

F 2 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 67 78

G 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 57 66

H 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 64 74

I 3 3 3 3 3 3 2 3 3 3 3 3 4 3 3 3 3 3 3 3 3 2 2 3 3 73 84

J 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 60 69

K 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 68 79

L 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 50 60

M 2 3 3 2 3 3 2 3 3 3 2 2 2 2 3 3 3 2 2 3 2 3 3 3 3 64 74

N 1 2 2 2 1 2 1 1 1 2 1 1 1 1 1 1 2 1 2 1 1 1 1 2 1 48 56

O 3 3 3 2 2 3 3 3 2 2 2 2 2 2 3 3 2 2 2 3 2 2 2 3 2 65 75

P 1 2 2 2 1 2 1 1 1 2 1 1 1 1 1 1 2 1 2 1 1 1 1 2 1 48 58

Q 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 48 56

R 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 2 2 51 61

S 2 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 3 2 3 3 56 64

T 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 56 64

U 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 76 86

V 3 3 3 4 3 3 3 2 4 4 2 2 4 4 4 4 4 3 2 2 2 3 4 4 3 78 87

W 2 3 3 2 3 3 2 3 3 3 2 2 2 2 3 3 3 2 2 2 2 3 3 3 3 72 82

X 2 3 3 2 3 3 2 3 3 3 2 2 2 2 3 3 3 2 2 3 2 3 3 3 3 50 59

Y 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 73 86

Z 2 3 3 2 2 3 3 3 3 2 2 2 3 3 3 3 3 3 3 3 3 2 2 3 3 68 79

AA 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 59 68

AB 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 72 82

AC 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 2 59 69

AD 3 3 3 3 4 2 3 2 4 3 2 2 4 4 3 4 4 4 3 2 3 3 3 4 3 80 93

AE 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 65 76

AF 2 3 2 2 2 3 2 1 2 2 2 2 3 2 2 2 3 2 3 2 2 2 3 3 3 65 75

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

AG 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 51 60

AH 3 3 2 2 2 3 2 1 2 3 2 2 3 2 2 2 3 2 3 2 3 2 3 3 2 79 89

AI 2 3 3 2 3 3 2 3 3 3 2 2 2 2 3 3 3 2 2 3 2 3 3 3 3 73 84

Total 2205 2553

Keterangan :

K = Kode

S = Soal

RECAPITULATION OF THE QUESTIONNAIRRE Appendix 4 (p.49)

No N X X² Y Y² XY

1 A 57 3249 66 4356 3762

2 B 53 2809 63 3969 3339

3 C 60 3600 69 4761 4140

4 D 67 4489 78 6084 5226

5 E 73 5329 84 7056 6132

6 F 67 4489 78 6084 5226

7 G 57 3249 66 4356 3762

8 H 64 4096 74 5476 4736

9 I 73 5329 84 7056 6132

10 J 60 3600 69 4761 4140

11 K 68 4624 79 6241 5372

12 L 50 2500 60 3600 3000

13 M 64 4096 74 5476 4736

14 N 48 2304 56 3136 2688

15 O 65 4225 75 5625 4875

16 P 48 2304 58 3364 2784

17 Q 48 2304 56 3136 2688

18 R 51 2601 61 3721 3111

19 S 56 3136 64 4096 3584

20 T 56 3136 64 4096 3584

21 U 76 5776 86 7396 6536

22 V 78 6084 87 7569 6786

23 W 72 5184 82 6724 5904

24 X 50 2500 59 3481 2950

25 Y 73 5329 86 7396 6278

26 Z 68 4624 79 6241 5372

27 AA 59 3481 68 4624 4012

28 AB 72 5184 82 6724 5904

29 AC 59 3481 69 4761 4071

30 AD 80 6400 93 8649 7440

31 AE 65 4225 76 5776 4940

32 AF 65 4225 75 5625 4875

33 AG 51 2601 60 3600 3060

34 AH 79 6241 89 7921 7031

35 AI 73 5329 84 7056 6132

Total 35 2205 142133 2553 189993 164308

N ∑X ∑Y ∑X² ∑Y² N∑X² N∑Y² N∑XY ∑X∑Y

35 2205 2553 4862025 6517809 170170875 228123315 5750780 5629365

N∑XY - ∑X∑Y

121415

N∑X² - ∑X²

165308850

N∑Y²-∑Y²

221605506

Appendix 5

Correlations

Descriptive Statistics

Mean Std. Deviation N

Parents Involvement 63.00 9.729 35

Students English Learning

Achievement 72.94 10.530 35

Correlations

Parents

Involvement

Students

English

Learning

Achievement

Parents Involvement

Pearson Correlation 1 .996**

Sig. (2-tailed) .000

N 35 35

Students English Learning

Achievement

Pearson Correlation .996** 1

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

N Valid 35 35

Missing 0 0

Mean 63.00 72.94

Std. Error of Mean 1.644 1.780

Median 64.00 74.00

Mode 73 69a

Std. Deviation 9.729 10.530

Variance 94.647 110.879

Range 32 37

Minimum 48 56

Maximum 80 93

Sum 2205 2553

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

Total 35 100.0 100.0

Students English Learning Achievement

Frequency Percent Valid Percent Cumulative

Percent

Valid

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

Total 35 100.0 100.0

Histogram

Explore

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Parents Involvement 35 100.0% 0 0.0% 35 100.0%

Students English Learning

Achievement 35 100.0% 0 0.0% 35 100.0%

Descriptives

Statistic Std. Error

Parents Involvement

Mean 63.00 1.644

95% Confidence Interval for

Mean

Lower Bound 59.66

Upper Bound 66.34

5% Trimmed Mean 62.91

Median 64.00

Variance 94.647

Std. Deviation 9.729

Minimum 48

Maximum 80

Range 32

Interquartile Range 16

Skewness .006 .398

Kurtosis -1.123 .778

Students English Learning

Achievement

Mean 72.94 1.780

95% Confidence Interval for

Mean

Lower Bound 69.33

Upper Bound 76.56

5% Trimmed Mean 72.87

Median 74.00

Variance 110.879

Std. Deviation 10.530

Minimum 56

Maximum 93

Range 37

Interquartile Range 18

Skewness .014 .398

Kurtosis -1.156 .778

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Parents Involvement .108 35 .200* .950 35 .114

Students English Learning

Achievement .103 35 .200

* .957 35 .183

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Descriptives

Descriptive Statistics

N Range Minimum Maximum Sum Mean Std.

Deviation

Variance

Statistic Statistic Statistic Statistic Statistic Statistic Std.

Error

Statistic Statistic

Parents

Involvement 35 32 48 80 2205 63.00 1.644 9.729 94.647

Students

English

Learning

Achievement

35 37 56 93 2553 72.94 1.780 10.530 110.879

Valid N

(listwise) 35

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 APPENDIX 7

Res

po

nd

ents

/ P

aren

ts’

answ

er

No Question Numbers

1 2 3

1

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.

2

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.

3

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.

4

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.

5 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.

6

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.

7 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.

8

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.

9

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.

Res

po

nd

ents

/ P

aren

ts’

answ

er

No Question Numbers

1 2 3

10

Saya memotivasi anak terus menerus dan

menekankan bahwa tidak pintar bukan berarti

bodoh.

Membangun komunikasi yang baik dengan pihak

sekolah terutama wali kelas.

Iya. Sebagai orang tua, saya berusaha memenuhi

semaksimal mungkin yangberkaitan dengan

kemajuan belajarnya.

11

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.

12

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.

13

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.

14 Mengajari anak supaya disiplin belajar dan

sekolah. Mengikuti semua program sekolah.

Iya. Moril materil semua diberikan kalau untuk

anak supaya berhasil kelak.

15

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.

16

Menanyakan apa ada PR dari sekolah atau

tidak, mengecek buku bukunya dan kadang

menanyakan apa saja yang terjadi di sekolah.

Mengikuti semua rapat orang tua murid.

Moril dan materil semuanya diusahakan selama

untuk keberhasilan dan kesuksesan anak di masa

depan.

17

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.

18

Kami selalu meluangkan waktu teruama di

weekend untuk berbagi cerita dan

memberikannya support dan motivasi..

Kami berhubungan baikdengan wali kelas,

memiliki nomornya sehingga memudahkan dalam

berkomunikasi..

Iya. Pemantauan istri saya terhadap perkembangan

anak di sekolah menurut saya adalah bentuk

dukungan moril dan materil yang sangat baik.

Res

po

nd

ents

/ P

aren

ts’

answ

er

No Question Numbers

1 2 3

19

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.

20

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.

21

Sebagi Ibu rumah tangga, saya hanya mampu

memberikan yang terbaik yang bisa saya

lakukan untuk anak di rumah.

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.

22

Anak saya anak laki laki yang perlu

penanganan khusus, sehingga saya sangat

ketat menjaganya dan mendisiplinkannya

Menanyakan pada sekolah terutama wali kelas

mengenai absensi anak saya merupakan hal selalu

saya lakukan.

Anak laki laki memang sedikit sulit kalau

mengenai pelajaran, tetapi saya sebagai orang tua

selalu memberikan dukungan moril dan materil.

23

Fasilitas yang dibutuhkan oleh anak saya

selalu saya coba penuhi sebagai bentuk

dukungan orang tua di rumah.

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.

24

Menemani anak dalam mengerjakan

pekerjaan rumah dan tugas tugas yang

diberikan di sekolah.

Mendukung sekali dalam rangka pendalaman

materi yang dilakukan oleh sekolah.

Iya. Dengan menuhi semua kebutuhan anak di

rumah dan di sekolah.

25

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.

26

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.

27

Membelikan semua keperluannya bahkan

menyuruhnya les tambahan karena sudah

kelas tiga.

Kegiatan positif yang diadakan sekolah selalu

kami dukung.

Iya. Semua dukungan di atas semata mata untuk

keberhasilan anak dalam belajar.

Res

po

nd

ents

/ P

aren

ts’

answ

er

No Question Numbers

1 2 3

28

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.

29 Mengajari anak supaya disiplin belajar dan

sekolah. Mengikuti semua program sekolah.

Iya. Moril materil semua diberikan untuk anak

supaya berhasil kelak. Amin.

30

Kami memfasilitasi anak dengan kebutuhan

mengenai semua tugas sekolah dan memantau

jam belajarnya.

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.

31 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..

32 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.

33

Di rumah kami memberikannya les tambahan

dengan privat di rumah karena sudah kelas

tiga dan sebentar lagi UN.

Mendukung semua kegiatan sekolah seperti PM

dll.

Iya, les privat sebagai bentuk dukungan untuk

mengasah kemampuannya dan bisa lebih baik lagi

dalam pelajaran.

34

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.

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.

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 Kode

Nama L/P

Nilai

Raport Parent's Perception

1 A L 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.

2 B L 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.

3 C L 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.

4 D P 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 E 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.

6 F P 78

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.

7 G L 66

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.

8 H P 74

9 I P 84

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 J P 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.

11 K L 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.

12 L L 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.

13 M P 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.

14 N L 56

Mengajari anak

supaya disiplin

belajar dan

sekolah.

Mengikuti

semua program

sekolah.

Iya. Moril materil

semua diberikan

kalau untuk anak

supaya berhasil

kelak.

15 O P 75

Kami

memfasilitasi anak

dengan kebutuhan

mengenai semua

tugas sekolah dan

memantau jam

belajarnya.

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.

16 P L 58

Anak saya anak

laki laki yang

perlu penanganan

khusus, sehingga

saya sangat ketat

menjaganya dan

mendisiplinkannya

Menanyakan

pada sekolah

terutama wali

kelas mengenai

absensi anak

saya merupakan

hal selalu saya

lakukan.

Anak laki laki

memang sedikit

sulit kalau

mengenai

pelajaran, tetapi

saya sebagai

orang tua selalu

memberikan

dukungan moril

dan materil.

17 Q L 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.

18 R L 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.

19 S L 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.

20 T L 64

Mengajari anak

supaya disiplin

belajar dan

sekolah.

Mengikuti

semua program

sekolah.

Iya. Moril materil

semua diberikan

untuk anak

supaya berhasil

kelak. Amin.

21 U P 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.

22 V P 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.

23 W L 82

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.

24 X L 59

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.

Moril materil

didukung supaya

mencapai hasil

prestasi belajar

yang memuaskan.

Semua orang tua

juga maunya

anaknya pinter

dan dan dapat

nilai bagus di

sekolah.

25 Y P 86

Kami selalu

meluangkan waktu

teruama di

weekend untuk

berbagi cerita dan

memberikannya

support dan

motivasi..

Kami

berhubungan

baikdengan

wali kelas,

memiliki

nomornya

sehingga

memudahkan

dalam

berkomunikasi..

Iya. Pemantauan

istri saya terhadap

perkembangan

anak di sekolah

menurut saya

adalah bentuk

dukungan moril

dan materil yang

sangat baik.

26 Z P 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..

27 AA P 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.

28 AB L 82

Fasilitas yang

dibutuhkan oleh

anak saya selalu

saya coba penuhi

sebagai bentuk

dukungan orang

tua di rumah.

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.

29 AC P 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.

30 AD P 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.

31 AE L 76

Menemani anak

dalam

mengerjakan

pekerjaan rumah

dan tugas tugas

yang diberikan di

sekolah.

Mendukung

sekali dalam

rangka

pendalaman

materi yang

dilakukan oleh

sekolah.

Iya. Dengan

menuhi semua

kebutuhan anak di

rumah dan di

sekolah.

32 AF P 75

Membelikan

semua

keperluannya

bahkan

menyuruhnya les

tambahan karena

sudah kelas tiga.

Kegiatan positif

yang diadakan

sekolah selalu

kami dukung.

Iya. Semua

dukungan di atas

semata mata

untuk

keberhasilan anak

dalam belajar.

33 AG L 60

Sebagi Ibu rumah

tangga, saya hanya

mampu

memberikan yang

terbaik yang bisa

saya lakukan

untuk anak di

rumah.

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.

34 AH P 89

Di rumah kami

memberikannya

les tambahan

dengan privat di

rumah karena

sudah kelas tiga

dan sebentar lagi

UN.

Mendukung

semua kegiatan

sekolah seperti

PM dll.

Iya, les privat

sebagai bentuk

dukungan untuk

mengasah

kemampuannya

dan bisa lebih

baik lagi dalam

pelajaran.

35 AI P 84

Menanyakan apa

ada PR dari

sekolah atau tidak,

mengecek buku

bukunya dan

kadang

menanyakan apa

saja yang terjadi di

sekolah.

Mengikuti

semua rapat

orang tua

murid.

Moril dan materil

semuanya

diusahakan

selama untuk

keberhasilan dan

kesuksesan anak

di masa depan.

a-

Nomor : Un.0 1 /F. lfl( tvt.ot.z fi?..\hzouLamp. : -Hal : Permohonan Izin Penelitian

i

Kepada Yth.Kepala Sekolah SMP Ibu PertiwidiTempat

Assalamu' alaikum wr.wb.

Dengan hormat lcami sampaikan bahwa,

Nama

NIM

Jurusan

Semester

Tahun Akademik

Judul Skripsi

Tembusan:l. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

Jakarta, l6 Desember 2014

Nurmaw lzatillah

l I r0014000041

Pendidikan Bahasa Inggrs

Sembilan (9)

2014/2015

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 melaksanakanpenelitian dimalaud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Was s al atnu' alaihtm wr. wb.

Bahasa Inggns

t

| 002

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KEMENTERIAN AGAMAUIN JAKARTAFITKJl. k. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-O82

Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01

Hal 111

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IBU PERTIWI JAKARTA STATUS AKREDTTASI .. A "

f(, /"t. [qo(, I Po,na ilu.oq,907t1i/rra &ni ilnir Tol7,owhae2

SURAT KETERANGANNo : 1$5/ K/SMP-[P I ti I 2OL4

Yang bertanda tangan dibawah ini Kepala SMP Ibu PertiwiJakarta menerangkan :

Nama

Tempat Tgl Lahir

Universitas

NIM

Fakultasfurusan

NURIiAUU'I'ZATILLAH

Jakarta, 07 Februari 1992

Universitas Islam Negeri Sprif Hidaptullah Jakarta

111001400004r

Ilmu Tarbiyah dan Keguruan / Pendidkan Bahasa Inggris

Nama tersebut dhtas adalah benar telah nrelakukan riset sebagai syarat menyelsaikan Tugas AkhirskiipEi ui sMP Ihu Peniwi Jakiiitir yaiifi liadii iriitrprn Muleii Tiiiililal 20 DESEihber - 29 DEiEitrbdr20L4.

Demikian Sur:at K&rangnn ini kami brnt, agar dapat dipergunakan sebagaimana mestinya.

Ahs perhatiannla kami ucapkan hrima kasih.

31 Desember MlJakarta,

T:

Nama

NIM

Jurusan / Prodi

Judul Proposal

.. Atvg . .r*r.- .Brrt!+fr!

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telah direvisi sesuai dengan saran penguji, dan telah dinyatakan LULUS

Jakarta, .... 3....0J.n\..1S..:.....

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KEME.}ITERIAN AGAMAUtN JAKARTAFITKJl. h. H. Juada No 95 Cipulat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKEI-103

Tgl. Terbit : 23 *lan*ari ?413No. R'e\risi. : 00

111Hal

PENGESAHAN PROPOSAL SKRIPSI

NIP. t?s6osuo v),100l

:

Nomor : Un.0 1/F. llKM.0l.3l2492l20l4Lamp. : -Hal : Bimbingan Skripsi

Nama

NIM

Jurusan

Semester

Judul Skripsi

Tembusan:l. DekanFITK2. Mahasiswa ybs.

Jakarta, 25 Agustus 2014

Kepada Yth.l. Drs Nasitudin Djalil, M.Ag.2. Maya Devianty, M.Pd.Pembimbing SkripsiFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif HidayatullahJakarta.

Ass alamu' al aikum wr.wb.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing VII(materi/teknis) penulisan skripsi mahasiswa:

Nurmaw'Izatillah

I I 10014000041

Pendidikan Bahasa Inggrs

D( (sembilan)

The Relationship between Parents' Involvement 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 judulte,rcebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungiJurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapatdiperpanjang 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

*t

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. k, H. Juanda No Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-081

Tgl. Terbit : 1 Maret 2010No. Revisi: : 01

Hal 111

SURAT BIMBINGAN SKRIPSI

l:

ar

LIST OF REFERENCES

Name : NURMAW IZATILLAHNIM :1110014000041

Title : THE CORRELATIO-N BETWEEN PARENTS' INVOLVEMENTAND STUDENTS' EIVGLISH LEARNING ACHIVEMENT

;,r'

'

No. REFERENCESSignature Signature

A Chapter I

I

Lester D. Crow and Alice Crow,

Educational P sychologr, Revised Ed.,

(New York: American Book Company,

1958), p. v. r2

Muhibbin Syah, Psikologi Pendidikan

dengan Pendekatan Baru, (Bandung: PT

Remaja

Rosdakarya, 201 0), p. 129. f3

Delores C. Pena, Parent Involvement:

Influencing Factors and Implic ations, The

Journal ofeducational Research, VoL 94,

No. 1,2000, p. 42. r4

Eva M. Pomerantz, et. al., The How,

Whom and Why Parents' Lnvolvement in

Children's Academic Lives: More Is Not

Always Better, American Educational

Research Assosiation, Yol. 77, No. 3,

2007,p.376.

B Chapter IINorman 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), p.345.

v

)Nana Syaodih, Sukmadinat4 Landasan

P silrolo gi Pro ses P endidikan, (Bandung:

PT Remaja Rosdakarya,2007), p. 103. r

-

*;

..,('

t

4

M. Alisuf Sabri, Psikologi Pendidikan,

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

55. r5

M. Alisuf Sao-ri, Psifrologi Pendidikan,

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

54. r

,r6

W. S. Winkel, Psikologi Pengajaran,

(Yogyakarta: Media Abadi, 2009), p. 18.

,{

7

Gordon H. Bower and Ernest R Hilgard,

Theories of Learning,str Ed., (New

Jersey: Prentice Hall, Inc., 1981), p. 11.

oY

8

Julian C. Stanley, Measurement inToday's School, (New Jersey: Prentice

Hall, 1964),p.2. v9

Louis J. Karmel, Testing in Our Schools,

(New York: The Macmillan Company,

1966), p. 38.

//fl0

M. Chabib Thoha, Telcnik Evaluasi

Pehdidikan, (Jakana: Raja Grafindo

Persada, 1996) p. 44. fr/

llNana Syaodih, Sukmadinata, Landasan

P sikotogi Proses P endidikan, (Bandung:

PT Remaja Rosdakary a, 2007), p. 102.

/rt2

Myra Pollack Sadker and David MillerSadker, Teachers, Schools, and Society,

(New York: Mc-Graw Hill,2005),p. 330.

,r

l3

Geof Brindley, LangqtageTesting in the

I 990s: The Communicative Legacy, ed. l.Charles Alderson and BrianNorth,(Hertfordshire: Macmillan, 1995), p. 154.

,f

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Jakarta March 2015