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:
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
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
iA
t
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
SURAT PERMOHONAN IZIN PENELITIAN
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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,
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NIM
Jurusan / Prodi
Judul Proposal
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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
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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
t4
Robert Lado, Language Testing: The
Construction and Use of Foreign
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