Parents Involvement And Ist Influence On Student Englis Achievement : A Correlation Study at MTsN Tangerang II Pamulang

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PERPUSTAKAft,N UTAMA

!>'f!J6,j?,!5i:.f;

UIN SY.A.HID JAKARTA

PARENTS' INVOLVEMENT AND ITS INFLUENCE

ON STUDENT ENGLISH ACHIEVEMENT

(A Correlation Study at MTsN Tangerang II Pamulang)

A "Skripsi'

Presented to Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for the Degree of Strata- I (S-1)

By:

Fitriah AB

104014000364

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ENGLISH EDUCATION DEPARTMENT

FA CUL TY OFT ARBIY AH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

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I

---PARENTS' INVOLVEMENT AND ITS INFLUENCE

ON STUDENT ENGLISH ACHIEVEMENT

(A Correlation Study at MTsN Tangerang II Pamulang)

A "Skripsi'

Presented to Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for the Degree of Strata- 1 (S-1)

Approved by:

Drs. Nasrun _Mahmud, M.Pd.

NIP. 150 041 070

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ENDORSEMENT BY THE EXAMINATION COMMITTEE

The 'Skripsi' titled: "PARENTS' INVOLVEMENT AND ITS INFLUENCE ON STUDENT ENGLISH ACHIEVEMENT", written by Fitriah AB, student's registration mnnber 104014000364 was examined at examination session of the Faculty of Tarbiyah and Teachers' Training, "Syarif Hidayatullah" State Islamic University Jakarta on 3rd of March 2009. The 'Skripsi' has been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd. (Bachelor Arts) in English Education in the Department of English Education.

Examination Committee

The Head of Committee, Drs. Syauki, M.Pd. NIP. 150 246 289

The Secretary of Committee, Neneng Sunengsih, S.Pd. NIP. 150 293 236

The Examiner I,

Drs. Sunardi Kartowisastro, Dipl.Ed NIP. 150 022 779

The Examiner II,

Drs. Nasifuddin Djalil, M.Ag NIP. 150 244 682

Acknowledged by

Jakarta, March 3, 2009

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Dean ofTarbiya and Teachers' Training Faculty

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Yang bertanda tangan dibawah ini:

Nama : Fitriah AB

Tempat, Tanggal Lahir : Pusaran (Riau), 16 Juni 1986

NIM : 104014000364

Jurusan Alam at

: Pendidikan Bahasa Inggris

: Desa Pusaran 6 Ke!. Pusaran Kee. Enok Kab. Indragiri Hilir Riau 29272

MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi dengan judul "Parents' Involvement and Its Influence on Student English Achievement" adalah benar basil karya sendiri di bawah bimbingan dosen:

Drs. Nasmn Mahmud, M.Pd. NIP. 150 041 070

Demikian surat pemyataan ini saya buat dengan sesungguhnya dan saya siap menerima konsekuensi secara akademis apabila temyata skripsi ini bukan basil karya saya sendiri.

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ABSTRACT

AB, Fitriah, Parents' Involvement and Its Influence on Student English Achievement, 2009.

Key word: English achievement, Parents, Parents' Involvement

Education takes place not only in school but also at home. Parents are the first educators who provide educational milieu for their children. The children also acquire their first language from them. ｐ｡ｲ･ｮｴｾ＠ can provide environmental Input for gaining their children's language - first language, second language or foreign language. When the children learn new language, paren1$ can advocate, motivate, show their interest in the language, be model to master it, or join in fun

together with their children in learning the language.

The aims of the research are to know the influence of parents' involvement on student English achievement in Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

In doing the research, the writer applies the correlation technique to know the influence parent's' involvement on student English achievement. In this quantitative research, data are collected by using questionnaire, documentation, interview and observation.

After doing the research, the writer finds that the influence of parents' involvement is adequate on second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang English achievement. It is showed by the result of the research (0,402). It belongs to medium correlation. It means that their parents' involvement as the motivator, as the advocate in economy, as the monitor, and as the model is sufficient to support the students' English achievement.

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AB, Fitriah, Keterlibatan Orang Tua dan Pengaruhnya terhadap Prestasi Be/ajar Bahasa Jnggris Siswa, 2009.

Kata kunci: Prestasi Belajar Bahasa Inggris, Keterlibatan Orang Tua

Penclidikan tidak hanya terjadi di sekolah tetapi juga terjacli di rumah Orang tua sebagai pendidik pertama yang menciptakan lingkungan pendidikan bagi anak mereka. Anakjuga mendapatkan bahasa pertama dari orang tua mereka. Orang tua menyediakan input kebahasaan untuk meningkatkan kemrunpuan berbahasa mereka. Saat seorang anak mempelajarl bahasa yang baru, orang tua dapat mendukung, memotivasi, menunjukkan minat mereka terhadap bahasa, menjadi contoh dan teladan, atau bersama-sama dengan anak mereka mempelajari bahasa baru tersebut.

Tujuan penelitian ini adalah untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa di Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

Dalam melakukan penelitian, teknik korelasi digunakan untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa. Data yang dikumpulkan untuk penelitian kuantitatif ini di peroleh dengan menggunakan kuesioner, dokumentasi, wawancara, dan observasi.

Pengaruh orang tua terhadap prestasi belajar bahasa Inggris siswa kelas dua Madrasah Tsanawiyah Negeri Tangerang II Pamulang cukup memadai.

Ini

ditunjukkan dengan basil penelitian yaitu 0,402. Hasil ini termasuk dalam tingkat korelasi yang cukup atau sedang. Ini membuktikan bal1wa peran orang tua sebagai pemberi motivasi, pendukung secara finansial, pemantau belajar, dan sebagai contoh dalam belajar bahasa Inggris cukup memadai untuk mendukung prestasi belajar bahasa Inggris siswa.

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ACKNOWLEDGMENT

9n the name

of

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the 13eneficenl the 'Merci{uf

All praise be to Allah, Lord of the worlds. Because of His blessing, the writer is able to con1plete this • Skripsi'. Pea.ee and blessing be upon Prophet Muhammad, his family, his relatives, and his followers.

This 'Skripsi' is presented to the English Education Department, the Faculty of Tarbiyah and Teachers' Training in State Islamic University Jakarta as

a partial fulfillment of the requirements of the Degree of Strata- I (S-1 ).

This skripsi can be finished because of her beloved parents, Abbas Sas and Sa'idall, who have been getting involved in the writer's life especially in education, and also her sisters, Nur'aini and Raudhatul Jannall for their support.

Many people help to do this skripsi. Without their help, it is hard to finish it. In this opportunity, the writer would like to give her sincere gratitude, especially to Drs. Nasrun Mallmud, M.Pd., as the advisor who has given his time and guidance for the writer and has forced to finish this 'Skripsi', to all her lecturers who have given their knowledge, to Drs. M. Syauki, M.Pd. as the head of English Department, to Neneng Sunengsih S.Pd. as secretary of English Department. Then, her gratitude also goes to Prof. Dr. H. Dede Rosyada, M.A., as the Dean of Tarbiyall and Teachers' Training Faculty, and to MTsN Tangerang II Pamulang, where the research has been done.

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giving more spirit to finish the 'Skripsi'.

Finally, the writer realizes that 'Skripsi' is not perfect yet; it is a pleasure

for her to receive criticism and suggestions from the readers especially teachers

and parents to improve this 'Skripsi' to be better. The writer also hopes the

'Skripsi' can be useful for the teachers, parents, and people who are interested in

English education.

Jakarta, February 20'h 2009

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LIST OFT ABLES

Table 1 Facilities in MTsN Tangerang II Pamulang ... 30

Table 2 Teachers' Condition in MTsN Tangerang II Pamulang ... 32

Table 3 Staffs' Condition in MTsN Tangerang II Pamulang ... 33

Table 4 Students' Development ... 34

Table 5 The Distribution of Students ... 37

Table 6 Indicator of Parents' Involvement.. ... 38

Table 7 Score of Questionnaire Answer ... 39

Table 8 Questionnaire Result about Parents' Involvement ... 40

Table 9 Students' English Achievement.. ... 43

Table 10 The Correlation between Parents' Involvement and Students' English Achievement ... , ... 45

[image:11.595.73.474.146.563.2]

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Figure 1 Initial Brainstorming on Motivation ... 14

Figure 2 The Socio-educational Model ... 20

[image:12.595.80.466.159.565.2]

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means we use to communicate with each other. It helps people to learn about and share the experiences of others. It is also used as a medium to apply all of the knowledge that people have gained from one moment to the next. With the aid of language, people are able to learn culture and then enter the life of the society. Without language they would be able to deal with our environment only in a very limited way.

Language learning is important for human's social development. As a language which is used by more than a half of population in the world, English holds the key as an international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development.

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Many factors affect the student's English achievement. Intelligence is not the only determinant of academic achievement. The other factors such as motivation, teacher, learning style, environment, and parents' involvement can influence the achievement.

Environment is an educational component, which has big influence on instructional process and instructional product1• It is a place where students live

and interact to each other in social life. It gives environmental input for gaining the students language -first language, second language or foreign language.

As a unit of society, family is the primary social system for children, because parents are the children's first teachers who become most influential teachers. They naturally become teachers for their children. Lester D. Crow and Alice Crow said2, "The child in the home is the recipient of whatever constructive

or destructive influences may result from the interrelations of his home with the social order into which he or she has been born". Many things children learn first from his parentc, Children spontaneously imitate their parents' language. In this way they acquire their first language.

After acquiring the first language, children learn second language and foreign language at home or outside. In Indonesia, Indonesian language is as second language and English is considered the first foreign language. They are taught as a timetabled subject in school.

Since Indonesia is as a non-English environment, many people cannot speak English. Children can speak it outside of school only in limited way. It can limit the students' input to gain their English skills and their competences.

In TEFL (Teaching English as Foreign Language) parents can help teacher. Parents can advocate their children in learning a new language, can be a

1

Madyo Ekosusilo and R. B. Kasihadi, Dasar-dasar Pendidikan, (Jakarta: Rineka

Cipta, 1992) p.51

1

Lester D. Crow and Alice Crow, Introduction to Educalion (Funda1nental Principles

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3

model for their children for mastering of the language, can join in the fun and can learn with their children to learn the language, or can show their interest in their children's language lessons and their development.

Related to English language proficiency, Sri Astuti 3 explained that it is not enough to preach to children to like their language lessons at school. Parents have to display their interest in their children's language lessons and their development. If their children are learning a new language, parents can join in the

fun and learn with him or her. Parents can also be a model for their children to be a master of a language. No one would be more ideal for this role of setting the standard for the type and sophistication level of the learned language than children's own parents. If parents want their children to be able to speak English well, parents should speak correct English themselves because a child can be a very adept imitator of it surroundings. Parents can inspire their children sense of love and respect toward a language by showing the language plays an important part in their life or applying it in their environment. They can immerse themselves and their environment with things such as reading a book and watching a movie that use language at its best. Good books, high quality movies or TV programs, engaging and relevant conversation, bed-time stories, songs and poetry sung to both entertain and educate children are some of the things that parents can provide for their children to develop this love and respect for the role of language. More importantly, parents need to show that they are fond of these things. 4

When parents do aforementioned things, it serves more than just as an inspiration of love for language, but also as a stimulus for their children's language development. In order for children to be proficient in any language, they have to be immersed with the language as much as possible, from as early an age

3

Sri Astuti., "Language Proficiency Starts at Home," Jakarta Post, 27 Jan. 2008. p.29, col. I

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as possible. It is necessary for them to be spoken to, sung to, read to, for them to be given as much interesting, meaningful and relevant input as possible. 5

In addition they can support their children in learning new language by giving informal English language instruction such as English language course, private course, or other institution. Sending their children to informal English language instruction, parents have expectation that their children get English skills and competences. Attending informal institution, children can improve their language skills and can develop their ability. Many informal institutions offer various program to learn new language for their students from basic to advanced level. However, it is not enough because the children also need their parents to help their education.

Parents need to be involved in their children's education not only during early childhood, but also throughout the school years. Parents are also essential in supporting learning at home, at school, and in the community. According to Evaries Rosita's opinion6, "It is important for parents to know that education takes

place not only in school but also at home."

Educational responsibility is on parents. Nowadays parents have misinterpretation about education Parent's responsibility to educate their children is mostly taken by formal and non-formal educational institution or it may be taken all. It makes parent's control weaken and schools lessen parent's authority on their children. Most of them thought their responsibility has been given to the school. They do not realize that education takes place at home, in school, and in the community. Moreover, Evaries Rosita wrote:

Parents' role in their children academic success cannot be underestimated. Parental help should be seen as a powerful force that can assist children in knowing and then developing their potential. Lamentably, parental involvement in the education of children seems not to he considered a top priority. This is especially true when parents are engaged in their everyday business. Being preoccupied with daily routine,

5

Sri Astuti.. "Language Proficiency Starts at Horne," .... p.29, col. J

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parents often don't have sufficient time to spend on regularly monitoring their children's academic achievement.

Based on the above background, the writer is eager to hold a research under the title "PARENTS' INVOLVEMENT AND ITS INFLUENCE ON STUDENT ENGLISH ACHIEVEMENT (A Correlation Study at Madrasah Tsanawiyah Negeri Tangcrang II Pamulang)".

B. Limitation and Formulation of the Problem

To avoid misunderstanding and to clarify the problems, it is important to set some limitation of the problems. The research is focused on parents' involvement in learning English as motivator, advocate in economy, monitor, and model. The writer will also limit this problem of the discussion on the student English achievement in the odd semester in second grade of Madrasah Tsanawiyah Negeri Tangerang II Pamulang.

The formulation of the problem in this writing is "Is (there) the influence of parents' involvement on student English achievement?"

C. Significance of the Study

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D. Organization the Skripsi

This skripsi consists of five chapters and each chapter has some sub-chapters, as follows:

The first chapter is introduction, which consists of four parts: background of the study, limitation and formulation of the problem, significance of the study, and organization of the 'skripsi'.

The second chapter will be focused on the discussion of theoretical framework. It is divided into four parts: English achievement, parents' role on students education, conceptual frame and hypothesis.

The third chapter is encompassed about Madrasah Tsanawiyah Negeri Tangerang II Pamulang profile.

The fourth chapter is research methodology and research finding. Research methodology discusses objective of the research, time and location, method of the research, population and sample, technique of collecting the data and technique of data analysis. Research finding explains about data description, data analysis, and test of hypothesis and interpretation of data analysis.

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p.2

CHAPTER

II

THEORETICAL FRAMEWORK

A. English Achievement

1. Achievement

In general, achievement means all things that people obtain from his/her effort. But in education, achievement means the result of tests designed to determine a student's mastery of a given academic area.1

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.2

In dictionary of education3, achievement 1s defined as

accomplishment or proficiency of performance in a given skill or body of

1

Julian C. Stanley, Mea.niremenl in foday"s Schools, (New Jersey: Practice Hall, 1964),

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p.44

knowledge, while academic achievement is knowledge attained or skills developed in the school subject, usually designated by test scores or by marks assigned by teachers, or by both.

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. 4

Another idea about learning achievement is expressed by Jum C. Nunnally. Learning achievement is how much students a count of lessons that students have learned up to a particul!u· point in time.5 It means that achievement is an amount of lessons that the students have got through an instructional process in the particular class for several times.

Achievement, in Theodore Huebener's opinion, is the amount that has been learned. The achievement is also defined as the pupil's degree of mastery of a given section of a textbook.6

Related to achievement, Asep Jihad and Abdul Haris have quoted the definitions of the achievement from experts' opinion 7, and then they

conclude that learning achievement is "pencapaian bentuk perubahan perilaku yang cenderung menetap dari ranah kognitif, afektif, dan

psikomotoris dari proses be/ajar yang dilakukan dalam waktu tertentu

yang sesuai dengan lujuan pengajaran (the change of the attitude in cognitive, affective, and psychomotoric after instructional process that the

'M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1994), ' Jum C. Nunnally, Educational Measurement and Evaluation, (New York: McGraw-Hill, 1964), p. 172

"Theodore Huebener, How to Teach Foreign Languages Effectively, 2"' ed., (New York: New York University Press, 1969), p.213

1

Ascp Jihad and Abdul l·laris, Eva/uasi l)en1belajaran, (Yogyakarta: Multi Pressindo,

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9

students have done in particular time and it based the objective of teaching and learning activities).

In addition to definition of learning achievement, some experts express his idea, as follows8:

I) J. Romizowski says that learning achievement is outputs from an input process system.

2) Nana Sudjana: Learning achievement is one's ability that he has after he got learning experience.

Furthermore Myra Pollack Sadker and David Miller Sadker express learning achievement is student's actions that they have disciplined minds and adhere to traditional morals and behavior. They demonstrate their competency in academic subjects or traditional skills through tests and writings. 9

Based on the concepts above, they can be concluded that learning achievement is the result of student's past learning after instructional process in harmony with the instructional objective in particular period of time.

After explanation of definition of the achievements above, it can be stated that English achievement is learners' ability to use the target language (English).10 It means the students have achieved the skill and knowledge in using target language- English.

8

Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, ... , p. 14

9

Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society, (New York: McGraw-Hill, 2005), p. 330

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According to Scott Thomburry, English achievement is what learners have learned about target language - English, over a week, month, term or entire course. 11

Moreover, English achievement is how much of a foreign language

12 '

(English) a student knows. Students have to struggle through a course or a learning experience of some sort to achieve a certain amount of control

of the language.

Besides those definitions, Theodore Huebener says that English achievement is the skills and the knowledge the pupils have acquired in each of the various phases of the language leaming.13

Some definitions about the English achievement, the writer takes a conclusion that English achievement is the student's ability, skill, and knowledge in English which they have acquired or learned in particular time.

In education, achievement is signed by scores, which may be taken from the average of daily scores and from final tests. Test is used to measure the achievement. Such test is usually called achievement test.

2. Achievement Test

To measure how much of a foreign language a student knows, the test which is used is called achievement test. The test makes reference to the fact that students have to struggle through a course or a learning

11

Scott Thornburry, An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching, (Oxford: Macmillan, 2006), p. 3

12

Robert Lado, language Testing: The Construction and Use of Foreign language Tests,

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11

experience of some sort to achieve a certain amount of control of the language.14

The main uses of achievement testing are15:

a. Progress tests - to see how students are getting on in a course;

b. End of course tests - to see how well students have learnt what the course set out to teach them;

c. Course evaluation - to see where the course is more or less successful.

Therefore Jum C. Nunnally stated that the purpose of achievement test is to measure progress in school up to a particular point in time16.

In teaching English, the test indicates overall language gains. In

order to determine the extent to which the learner has attained particular course objectives, various other forms of continuous assessment may be used, including observation, verbal feedback from the teacher or others, teacher constructed tests, self-rating scales, learner self reports, teacher or learner diaries, and videotaped or audiotaped san1ples of learners' work.17

3. Factors Affecting the Achievement

There are a lot of factors that inlluence the achievement of student. Some factors that influence the student's achievement are18:

I) Intelligence degree: this factor is dominant in affecting the result of students' achievement.

14

Robert Lado, Language Testing: The Construction arul Use qf Foreign language

Tests,. .. , p. 369

15

Julian Edge, Essentials of English language Teaching, (London: Longman, 1999), p.123

16

Jum C. Nunnally, Educational Measurement and Evaluation, .. ., p. 169

17

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2) Motivation: this factor also has huge influence 111 affecting

students' achievement.

3) Physical conditions

4) Environment condition

a. Intelligence

Individual characteristics of learners may be directly or indirectly related to achievement in foreign language learning. According to Steven H. McDonough19, one of the characteristics is intelligence.

Intelligence manifests itself in terms of how an individual behaves in his society20•

The term 'intelligence' has traditionally been used to refer to performance on certain kinds of tests21• Intelligence, especially as

measured by verbal IQ tests, may be a strong factor when it comes to learning which involves language analysis and rule learning, intelligence may play a less important role in classrooms where the instruction focuses more on communication and interaction22•

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 may be accelerated by proper stimulation. 23

19

Steven H. McDonough, Psychology in Foreign Language Teaching, (London: George Allen and Unwin,1981), p.125

20

· Ja1ncs M. Sawrey and Charles W. ·rel ford, Educational l)sycho/ogy, 41h ed., (Boston:

Allyn and Bacon, 1973), p. 607

21

Palsy M. Lighlbown and Nina Spada, English Language Teaching in Its Social Context, Ed. Christopher N. Candlin and Neil Mercer, (London: Routledge, 2001), p. 31

22

Patsy M. Lightbown and Nina Spada, English Language 1'eaching in Its Social

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13

It is important to keep in mind that intelligence is complex and that individuals 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 !earning. 24

b. Motivation

Motivation is one of the most important variables in learning. A high degree of motivation engenders an active and aggressive attitude with regard to educational goals. 25 Motivation is actually a cluster of factors that energize behaviour and give it direction26•

Motivation involves the learner's reasons for attempting to acquire the second language, but precisely what creates motivation is the crux of the matter.27

Related to motivation in learning, Gary Chambers has described as a figure follows:

24

Patsy M. Lightbown and Nina Spada, English language Teaching in Its Social Context, ... , p. 3 I

"James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 517-518

26

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Rolatio\P'

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Expectations

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METHODOLOGY Groups

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Teachar-centrod Friendship

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FAMILY+ FRIENDS

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Personal

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Scaling

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Realia

Figure 1. Initial brainstonning on 'motivation'28

The figure above shows that motivation may be enhanced by various conditions. It can be from methodology, teacher, ｮ･ｾ､ｳＬ＠ and learning environment.

One factor which often affects motivation is the social dynamic or power relationship between the languages.29 Positive attitudes and motivation are related to success in second and foreign language leaming. Motivation in second or foreign language learning is a complex phenomenon which can be defined on terms of two factors:

2

R Gary N. Charnbcrs, Motivating lan&ruage learners, (Clcvcdon: Multilingual Matters,

1999),p.14

29

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15

learners' communicative needs and their attitudes towards the second

fi . 1 •ty30

or ore1gn anguage cornmuru .

c. Physical conditions

Physical conditions are part of all learning. Healthy five senses will support teaching learning process. Student's health affects their sensory-motor functioning31• Sometimes students with sight problem,

hearing problem, malnutrition, etc can influence the student's achievement. A student has headache, fever, stomachache, or some injury needs immediate consideration because it can disturb the instructional process.

d. Environment condition

Environment is one of the important components of instructional process because it can influence the students. A learner lives in a complex learning situation that may be divided into three parts: the social environment, the physical environment, and the cultural environment. Parts of the social world, the physical world, and the cultural world are selected to become stimuli to the learner32•

Educational environment is defined as the emotional, physical, and intellectual climate that is set up by the teacher and students to contribute to wholesome learning situation33. It has to support the

30

Patsy M. Lightbown and Nina Spada, English language Teaching in Its Social Context, ... , p.33

31

James M. Sawrey and Charles W. Telford, Educational !'.1J1cholozy, ... , p. 607

32

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instructional process. Educational milieus comprise of family (parent and sibling), school and community.

As one of tripartite education34, family is primary community for

the children. Family is the first and primary educational environment for the child. It becomes the first educational environment because the child got his education and counseling for the first time. The family is also as primary educational enviro1unent because the child spends most of his time in a family.35 Additionally, the parents and siblings can focus attention on one child and so opportw:tity for interested, motivated, natural help is available covering considerable amounts of time.36

Bad environment may cause stress for students. In many cases students with bad environment may have worst achievement than students with good environment.

B. Parents' Role in Students Education

The child is born into a family - his first socializing group and the most basic agency of socialization in all societies. The fan1ily not only is the first group to which he is exposed, but also is in many ways the most influential.37 One reason for importance of the family is that it has the main responsibility for

34

This term is used by Ki Hadjar Dewantara to deal with three educational institutions

("Tripusat Pendidikan"). They are family, school, and community.

35

M. AlisufSabri, Pengantar Jlmu Pendidikan, (Jakarta: UIN Jakarta Press, 200), p. 23

36

Rolland J. Van Hattum, Developmental language Programming for the Retarded,

(Boston: Allyn and Bacon, 1979), p. 51

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17

socializing children in the crucial early years oflife. The family is where children establish their first close emotional ties, learn/ acquire language, and begin to internalize cultural norms and values.38

As the unit of the society, the home sets the pattern for social development and adjustment to form the attitudes and behaviour habits. A child's physical, mental, and emotional potentialities reflect the physical, mental, and emotional characteristics of his parent. They are formed by the interaction between the child and the parent39.

1. Parents' Involvement in Education

The term "parents' involvement" 1s used broadly in this writing. It includes several different forms of participation in education and with the schools. Parents get involved in their children's education because one of their functions is giving education for their children.

The children's education is primarily a concern of the family, not the society. Based on Republic of Indonesia law 23 of the year 2002 on Child Protection article 26:

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.

Then, in Republic of Indonesia law 20 of the year 2003 on National Education System article 7:

38

Ian Robertson, Sociology, (New York: Worth Publisher.;, Inc., 1978), p. I 08

1

'> Lester l). Crow and Alice Crow, lntroduclion to E.'ducation (J<'undatnental J'rincip/es

(30)

-p. 124

Parents' Authority and Obligation

1) Parents have authority in choosing school and get information about their children development.

2) Parents who have learning-aged children obligate to give basis education to their children.

Talking about parents involvement, it can be defined as a process that the parents use all their ability to develop their children's potency.40 Parents obligate as positive habit former for strong foundation in informal education. With the habits, the children will adapt and will adopt their parents.41 Then parents have important role in developing children potency.

Parents can support their children's schooling by attending school functions and responding to school obligations, for example: parents-teacher conferences. They can become more involved in helping in their children improve their schoolwork by providing encouragement, arranging for appropriate study time and space, modelling desired behaviour such as reading for pleasure, monitoring homework, and actively tutoring their children at home. 42

Outside the home, parents can serve as advocates for the school. They can volunteer to help out with school activities or work in the classroom. Or they can take an active role in the governance and decision making necessary for planning, developing, and providing an education for the community's children.

40

Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, (Jakarta: Rineka Cipta, 2003),

41

Ary H. Gunawan, Sosiologi Pendidikan: Sua/u Ana/isis ._)osiologi Tentang Pelbagai

Prohlc111 /'endidikan, (Jakarta: Rincku Cipta, 2000), p.49

(31)

o. 51

19

In this respect, parents play a crucial role as a tutor, counselor, facilitator, and character builder at home, an advocate in school and supporter in academic competition. These mixed roles exert considerable influence in shaping not only children's intellectual talents or potential, but also their psychological, social and emotional

• 43 maturity.

The kinds of parents involvement are parents-teacher conferences, homework assistance/ tutoring, establishing a daily family routine, and home educational enrichment. While Soemiarti Patmonodewo, who has quoted from M01Tison, said that parents' involvements in education are44:

Task oriented - parents help their children do homework

Process oriented - parents choose proper textbook for their children

Development oriented - parents develop their children's potency

2. Parents' Involvement in Teaching and Leaming English as Foreign Language

Children acquire a large percentage of their language from their parents. The home environment is the dominant factor in shaping early language development for most children and then for fulfilling this role the home provides a natural setting 45• 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.

43

Evarics Rosita, "Parents' role in lighting a fire", .!akarla Post, 3 Jun. 2007, p.23,col. I

44

Soemiarti Patmonodewo, Pendidikan Anak Praseko/ah, ... , p. 125

(32)

According to Milner's opinion which has been quoted by Gary N. Chambers46, there is a model of attitudinal influence to which three

processes contribute:

a) Direct tuition from parents

b) Indirect tuition, i.e. the attitudes of the parents are implicit in their behaviour

c) Role-learning, 1.e. the behaviour of the children reflects the behaviour of those around them.

Moreover, Milner 47 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 lan5uage.

Sodo-c11lt11rnl 111iHcu

lndh•idtrnl

differences

Affective / . ,

r

factors

' - - - '

Learning ncquisition

n>lllCXI,<

Language learning

om-COIJH.'S

[image:32.595.93.474.175.623.2]

linguistk

Figure 2. The socio-educational modeJ48

46

Gary N. Chambers, Motivating Language Learners, ... , p. 82

ii? Gary N. Chambers, Motivating Language Learners, .. ., p. 83

(33)

col. I

21

Four major parts of the model are shown: the socio-cultural milieu, individual differences, language acquisition contexts, and language learning outcomes. According to Gardner and Macintyre, the socio-cultural milieu plays a role in influencing both cognitive (intelligence, language aptitude, and language learning strategies) and affective (attitudes, motivation, language anxiety, and self-confidence) individual differences among language learners. 49

The attraction of this model is the central role played by motivation and the social dimension. The language learners, their families, and friends may have a view of the target language community based on considerable experience of living with or close to that community.

The potential influence a parent's view may have on the attitude which the pupil brings to the foreign language lesson. Parents' roles on teaching and learning English as foreign language50:

a. as motivator

Family, ethnic, religious, cultural, and sub-cultural motivational influences arc all intertwined. Prevailing climates of opinion and the levels of expectancy displayed in the home can do much to nurture and sustain high educational achievement. 51

49

Peter f). Maclntyrc1 Individual f)ijferences and lnstrucJed ｌ｡ｮＬｴＬｲｴＱ｡ｾ･＠ Learning, ... ,p. 47

50

Sri Astuti., "Language proficiency starts at home," Jakarta Post, 27 Jan. 2008. p.29,

(34)

The family is the primary and most important social source of motivation in the students52• TI1ey largely reflected the attitudes and

beliefs of their parents. It is within the family that the basic foundations of the social motivational systems are laid down. 53

Parental attitude towards 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 towards learning foreign language tend to be

intesratively-orientated and to come from homes where parents have a

basic integrative orientation in combination with pro-English attitudes. 54

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.

b. 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 functioning55• Children coming from

homes of higher socioeconomic status are apt not only to have come

52

James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 519

53

James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 493

54

Gary N. Chambers, Motivating Language Learners, ... , p. 83

-'.'i Lita Linzcr Schwartz, E'ducational l'sychology: f''ocus on the Learner, (Boston:

(35)

p. 55

24

but all family members contribute. If family members can understand that the child is receiving stimuli from his environment even though reactions may not be noted to signal this, they will be more effective teachers. 58 Some insight may be gleaned nevertheless from pupils' thoughts on the encouragement they think their parents give. 59

In foreign language learning, input is an essential component for learning in that it provides the crucial evidence from which learners can from linguistic hypotheses. 60

After getting input by hearing the surroundings, the children try to interact with the other people. Interaction facilitates 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 interlanguage and push them to produce modified output61• Interactions are important

because it is in this context that learners receive information about the correctness and, more important, about the incorrectness of their utterances62•

In theory, pupils who hear their parents and friends at home interacting 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.

58

Rolland J. Van Hattum, Developmental language Programming for the Retarded, ... ,

59

Gary N. Chambers, Motivating language learners, .. ., p. 84

60

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

Van Patten and Jessica Williams, (New Jersey: Lawrence P.rlhaum Associates. 2007), p. 177

61

Susan M. Gass and Alison Mackey, Theories in Second language Acquisition,. . ., p. 194

62

(36)

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

lan&>uage. 63

C.

Conceptual Frame

Learning achievement can be influenced by many factors, such as motivation, teachers, method, educational system, or educational milieu. All of the factors are allied to affect the achievement. TI1e factors can support each other.

As educational components, parents take place as educator and they also provide the educational milieu for their children. So, parents should involve in their children's education. They can do many things to get involved in their children's academic by providing encouragement, arranging for appropriate study time and space, monitoring homework and out of school activities, modelling desired behaviour such as reading for pleasure, and actively tutoring their children at home.

Students whose parents get involved in their education will have encouragement to learn English. In other words, if their home environment and their parents' involvement in their education are good, they will do best to achieve better English.

(37)

26

D. The Hypothesis

Based on the theoretical and conceptual framework above, the writer formulated the hypothesis of this research: there is a correlation between parents' involvement and student English achievement.

The statistical hypothesis is formulated as follows:

1. Alternative Hypothesis (Ha):, there is significant correlation between English achievement and parent involvement.

(38)

PROFILE

A. School Identity

Name of school : Madrasah Tsanawiyah Negeri Tangerang II

Postal address

: JI.

Pajajaran No. 31 Pamulang Tangerang Banten 15417

Telephone number : 021-741 5023

Website : madsane2007.blogspot.com

E-mail : mtsn_2_ymnulang@yahoo.co.id

B. Brief History

(39)

----·-···

f'E

u

-\ . \.,; T /\ L-<)\ 28

' Ｂｾ＠ ;\-\-! l lJ _) ＬｴＺ｜ﾷ［ｾｾｰ｟ＬＬｦＭＨ＠ '\ j\

Because of his spirit to develop the madrasah, MTsN Tangerang II wus moved to Pamulang in 1987. It is located about 50 m from the main street.

In new area the headmaster tried to develop this school when the people who lived around the school still underestimated 'madrasah' because they thought that madrasah had religion subjects only.

The people also has opinion that madrasah has unprofessional management. It makes the headmaster, school staff, and teachers organize the school carefully and hard. Because of high spirit of Drs. Syamsuddin, Edy Djunaedy, and Drs. Nasharudin Sarbini to organize the school, MTsN Tangerang II Pamulang can be well-known by the people. After that, more people trusted their children to study in this 'Madrasah'. They also realize that they have to support and participate in financial problem of the madrasah. It

was started in 1990 until now. The results of their participation such as buildings and facilities can be seen.

The madrasah increase the buildings and facilities in quantity and quality slowly. Madrasah has changed from the unpretentious buildings into the luxurious buildings. Not only buildings but also the facilities in this madrasah have gained in quantity and quality. Then, the people become proud with the satisfactory buildings and complete facilities on leadership of Dra. Iis Aisyah, Drs. M. Askolani, and Ors. Suhardi, M.A.

People's perception on madrasal1 is changed. They think that it has over plus than other school because in madrasah their children are taught both religious subjects and lessons such as science, social, math etc.

With the people's belief on the madrasah, the headmaster, staff and all of the teachers innovated in academic, curriculum, management, and administration. They use modern technology for management. In academic

(40)

C. Vision, Mission and Motto

I. Vision

Madrasah with national achievement

2. Mission

Based on the vision, the missions of MTsN Tangerang II Pamulang are:

a. Create optimal education and preceptors who have optimal competences.

b. Form intelligent, creative and Islamic students.

c. Organize management of Madrasah which emphasize in primal service.

d. Provide complete educational facilities.

e. Create clean, comfortable, safe, beautiful, Islamic milieu Ill

madrasah.

f. Give Islamic values and national spirit to the students.

3. Motto

Islamic and National Achievement

D.

Facilities

(41)

[image:41.595.85.462.147.723.2]

30

Table 1

Facilities in Madrasah Tsanawiyah Negeri Tangerang II Pamulang

No Nama Jumlah Baik R.Ring R.Brt

I RuangKelas 30 30

-

-2 Ruang Kamad u. 4x7 M2 I 1

-

-3 Ruang Wakamad 3x3 M2 1 I

-

-4 Ruang Guru 7x18 M2 1 I

-

-5 RuangTU I I

-

-6 Ru11ng L11b. IP A 1 1

-

-7 Ruang Lab. Bahasa I I

-

-8 Ruang Audio Visual I I

-

-9 Studio Musik u. 2,5x7 M2 1 1

-

-10 Ruang OSIS 2,5x7 M2 I I

-

-11 Ruang Lab. Komputer 7x9 M2 I 1

-

-12 Raung UKS u. 3x2,5 M2 I 1

-

-13 Ruang BP u. 3x2,3 M2 1 1

-

-14 Mushala u. 7x9 M2 1 1

-

-15 WC Siswa ( dihitung pintu) 18 18

-

-16 WC Guru (dihitung pintu) 4 4

-

-17 WCKamad 1 1

-

-18 WC Umum (guru dan TU) 1 1

-

-19 Meja murid dan kursi (pasangan) 624 300 324

-20 Meja guru 30 30

-

-21 Komputer 20 20

-

-22 Lapangan Footsal u. 30x60 M2 1 1

-

-23 Alat musik sederhana I set 1 set

-

-24 Alat musik marawis sederhana 1 set I set

-

-25 Drumband sederhana 1 set 1 set

-

-26 Ruang Bangdik u. 3x2,5 M2 1 1

-

-27 Ruang Komite u. 2x2 M2 1 I

-

(42)

-E. Structure of Organization

To make good relationship between headmaster, teachers, staff, and students, it is needed to make structure of organization.

Figure3

Structure of Organization

Kelompok Kerja

...

Kepala

Madarasah Madrasah

Kepala TU

I

Tenaga Kependidikan

Koordinator Bid. Kurikulum

I

Perpustakaan Lab. dan Sarana

Keterangan:

= garis komando = garis

Guru dan Wali Kelas

[image:42.595.75.516.199.592.2]

Siswa

... 1

Komite

Madrasah

Wakil Kamad

Koordinator Bid. Kesiswaan

I

Pembina Pembina OSIS I - - K+M

(43)

No

I

2

3

4

5

6

7

8

32

F. Teachers, Staff and Students

1. Teachers and Staff

Both teacher and staff are components of the madrasah. They have to cooperate together in order to this madrasah can develop. Quality of the teachers and staff is considered.

Teachers in Madrasah Tsanawiyah Negeri Tangerang II Pamulang have different educational background and level. It is shown in table as follows:

Table 2

Teacher's Condition in Madrasah Tsanawiyah Negeri Tangerang II

Pamulang

Pendidikan Status Golongan

Bidang Studi Jumlah

SI S2 PNS

HNR

III IV

Agama

a. Aqidah Akhlak 3 3

-

1 2

-

1

b. Fiqh 3 3

-

2 1 2

-c. Qur' an Hadits 3 3

-

2 I 2

-d. SKI 3 3

-

2 1 2

-PPKn 3 2 I 3

-

3

-Matematika 7 6 1 6 I 6

-Bahasa Indonesia

8

4 4 8

-

7 I

Bahasa Inggris 6 6

-

5 I 4 I

Bahasa Arab 4 4

-

3 I 2 I

IPA 6 5 I 5 I 5

[image:43.595.69.472.205.728.2]

(44)

9

10

11

12

13

TIK 3 3

-

3

-

-Penjaskes 3 3

-

2 1 1 1

Kesenian/KTK 3 3

-

2 1 2

-Mulok 1 1

-

1

-

-BP 3 3

-

3

-

2 1

Jumlah 65 57 8 49 16 43 6

To organize the school administration, staffs are needed. They also have different educational background and status. It is described as the table below:

Tablc3

Staff's Condition in Madrasah Tsanawiyah Ncgcri Tangcrang II Pamulang

Pendidikan Status Golongan

SMP SMA D3 SI PN HN II III

3

8

2 5 9 9 2 ' 7

(45)

2. Studeuts

Studeuts have gaiued iu uumber every year. The developmeut is

[image:45.595.84.475.200.556.2]

shown as follows:

Table 4

Student's Developmeut

Year Grade VII Grade VIII Grade IX Total

2003 326 416 418 1160

2004 334 328 405 1067

2005 419 329 337 1085

2006 402 410 337 1147

2007 424 400 400 1224

2008 302 402 393 1097

34

Madrasah Tsauawiyah Negeri II Pamulaug has thirty classes with

total 1097 studeuts iu acamdeic year 2008/2009. They are divided iuto 5

class types; regular class, Bina Prestasi class, Sains class, biliugual English

(46)

A. Research Methodology

1. Objective of the Research

This study has aims, as follows:

a) To find out the relationship of parents' involvement and student achievement especially in English

b) To know the influence of parents' involvement on student English achievement

c) To expand and improve the writer's knowledge about parents' involvement on student English achievement

2. Time and Location

TI1e research has been done in Madrasah Tsanawiyah Ncgeri

(47)

36

20, 2009 until February 20, 2009 and the questionnaire was given in February 11, 2009 until February 17, 2009.

3. Method of the Research

In doing the research, the writer uses quantitative method. Then, the correlation technique is applied to know the influence parents' involvement on student English achievement.

The independent variable of this research is parents' involvement (variable X) and the dependent variable is student's English achievement (variable Y). In this case, it can be assumed that parents' involvement in teaching and learning English (variable X) is considered as a factor that influence student's English learning achievement (variable Y). Finally both variables can be tried to be correlated.

Notes:

x

y

c:>

x

ｾｹ＠

=Parents' involvement

=

Students English achievement

= Correlation

4. Population and Sample

(48)

[image:48.595.96.468.111.546.2]

Table 5

The Distribution of Students

No Class Students

1 8.1 38

2 8.2 38

3 8.3 39

4

8.4 37

5 8.5 37

6 8.6 36

7 8.7 38

8 8.8 (Sains) 38

9 8.9 (Bilingual Arabic) 38

10 8.10 (Bilingual English) 38

11 8.11 (Bina Prestasi) 25

Total 402

Because the population is heterogeneous, the writer took the sample about 10% from 402 students randomly. So the total of the students that are taken as the sample are 40 students.

5. Technique of Collecting the Data

(49)

No

1

2

3

4

38

a. Documentary Study

To know the students' English learning achievement, the writer took the report book score of second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang for first semester in

academic year of 2008/2009 in English learning achievement semester because from report book the learning outcome that has been reached, can be measured.

b. Distribution of Questionnaire

The research instrument is used m collecting the data is a questionnaire which formulated and designed based on the indicators of the variables of parents' involvement in learning English. The questionnaire about the parents' involvement of students is given to the students consisting of 20 items. In this case, it concerns about parents involvement in student English achievement.

Table 6

[image:49.595.65.481.166.645.2]

Indicator of Parents' Involvement Total

Indicator Item number

Positive Negative

As motivator 5 0 1,2,3,4,5

As advocate in economy 4 0 6, 7' 8, 9

As monitor 4 1 10, 11, 12, 13, 14

As model 6 0 15, 16, 17, 18, 19, 20

In composing questionnaire, the writer applied Likert's scale form:

(50)

2) Often (sering)

3) Sometimes (kadang-kadang)

4) Never (tidak pernah)

Table 7

Score of Questionnaire Answer Score Alternative Answer

Positive Negative

Always 4 1

Often 3 2

Sometimes 2 3

Never I 4

c. Interview

Interview was also applied to support data about school profile and to know parents' engagement in school.

d. Observation

The writer makes an observation to the school in order to get better understanding of intended object.

6. Tcch11ic1uc of Data Analysis

[image:50.595.96.473.201.568.2]

(51)

40

_

NL.XY -(L.XXL.Y)

rxy-

ｾ｛ｎｌＮｘ

Ｒ＠

-(L.X)2][NL.Y

2

-(L.Y)2]

rxy =Coefficient Correlation

N =Number of Respondents

L:XY =Total Numbers ofX multiplied by Y

L:X =Total Score ofX (parents' involvement)

L;Y

=Total Score ofY (students' English achievement)

B. Research Finding

1. Data Description

Having field research about parents' involvement and the students' English achievement in Madrasah Tsanawiyah Negeri Tangerang II Pamulang, the writer took the scores of 40 students sampling and analyzed those score in order to find out whether there is any correlation between English achievement and parents' involvement by Pearson's product moment.

[image:51.595.92.470.81.560.2]

The data of students' score of questionnaire and report book can be seen on the following tables:

Table 8

Questionnaire Result about Parents' Involvement Respondent Score

(52)

2

32

3

35

4

43

5

43

6

41

7

36

8 31

9

51

10

54

11

38

12

27

13

56

14

47

15

49

16

27

17

40

18

41

19

45

20

31

21

41

22

43

23

55

(53)

42

25 43

26 50

27 53

28 36

29 47

30 41

31 55

32 46

33 29

34 36

35 42

36 57

37 36

38 24

39 39

40 40

_..._____

____

The table above shows that the total score from 40 respondents is

J 659. After calculating statistically, the writer got minimum score is 24, the maximum is 57, the median is 41, the mode is 43 and the mean

(54)

Table 9

Student's English Achievement

Respondent Score

1

60

2

71

3

69

4

66

5

69

6

65

7

69

8 71

9

71

10

83

11

70

12

78

13

71

14

70

15

69

16

71

17

66

18

71

19

66

[image:54.595.97.463.112.717.2]

(55)

44

21 68

22 69

23 91

24 79

25 74

26 80

27 80

28 69

29 75

30 76

31 79

32 91

33 67

34 71

35 80

36 80

37 77

38 80

39 78

40 79

(56)

score is 60, the maximum is 91, the median is 71, the mode is 71, and the mean is 73.

2. Data Analysis

[image:56.595.95.480.199.722.2]

In order to know the correlation between parents' involvement and students' English achievement, Pearson's product moment formula is applied. The data are described on the following table:

Table 10

The Correlation between Parents' Involvement and Stndents' English Achievement

l.x j

j

x2 y2

No

y

XY

1 30 60 1800 900 3600

2 32 71 2272 1024 5041

3 35 69 2415 1225 4761

4 43 66 2838 1849 4356

5 43 69 2967 1849 4761

6 41 65 2665 1681 4225

7 36 69 2484 1296 4761

8 31 71 2201 961 5041

9 51 71 3621 2601 5041

10 54 83 4482 2916 6889

11 38 70 2660 1444 4900

(57)

46

13

56

71

3976

3136

5041

14

47

70

3290

2209

4900

15

49

69

3381

2401

4761

16

27

71

1917

729

5041

17

40

66

2640

1600

4356

18

41

71

2911

1681

5041

1 ll

45

66

2970

2025

4356

20

31

66

2046

961

4356

21

41

68

2788

1681

4624

22

43

69

2967

1849

4761

23

55

91

5005

3025

8281

24

49

79

3871

2401

6241

25

43

74

3182

1849

5476

26

50

80

4000

2500

6400

27

53

80

4240

2809

6400

28

36

69

2484

1296

4761

29

47

75

3525

2209

5625

30

41

76

3116

1681

5776

31

55

79

4345

3025

6241

32

46

91

4186

2116

8281

33

29

67

1943

841

4489

34

36

71

2556

1296

5041

(58)

36 57 80 4560 3249

37 36 77 2772 1296

38 24 80 1920 576

39 39 78 3042 1521

40 40 79 3160 1600

N=40

1659

2935

122664

71801

From the calculation of statistic, it can be showed that:

L:X

=1659

L:

y . = 2935

L:

XY = 122664

L:

X2 = 71801

I;Y2 =217163

_ .

NI,XY-(IXXIY)

r,y-

ｾ｛ｎＧｌｘ

Ｒ＠

-(I,X)

2

][NI,Y

2

-(I,Y)

2

J

_ 4ox122664-(1659 X2935)

rxy-

ｾ｛ＴＰｸＷＱＸＰＱＭＨｉＶＵＹＩ

Ｒ

｝｛ＴＰｸＲＱＷＱＶＳＭＨＲＹＳＵＩ

Ｒ

ｊ＠

4906560 - 4869165

rxy = 'J=[2=87=2=04=0=-=2=7=52=2=8 l=] [=8=68=6=52=0=-=8=6 ］ＱＴ］ＲＲ］Ｕｾ｝＠ 37395

rxy = .J[ll 9759][72295]

. - 37395

I vv - ＬｯＮ｡ｾ＠

--=

6400

5929

6400

6084

6241

(59)

37395

r

=

-xy 93048,25041

rxy= 0,401888265

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Parents Involvement And Ist Influence On Student Englis Achievement : A Correlation Study at MTsN Tangerang II Pamulang

PARENTS' INVOLVEMENT AND ITS INFLUENCE

---PARENTS' INVOLVEMENT AND ITS INFLUENCE

JAKARTA

Examination Committee

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MENYATAKAN DENGAN SESUNGGUHNYA

Key word: English achievement, Parents, Parents' Involvement

Kata kunci: Prestasi Belajar Bahasa Inggris, Keterlibatan Orang Tua

ACKNOWLEDGMENT

TABLE OF CONTENTS

CHAPTER I : INTRODUCTION ... 1

CHAPTER III : MADRASAH TSAN A WIY AH NEGERI II PAMULANG PROFILE ... 27

CHAPTER IV : CONCLUSION AND SUGGESTION ... 51

LIST OFT ABLES

CHAPTER I

Lester D. Crow and Alice Crow, Introduction to Educalion (Funda1nental Principles

Sri Astuti.. "Language Proficiency Starts at Horne," .... p.29, col. J

B. Limitation and Formulation of the Problem

CHAPTER

1. Achievement

Ascp Jihad and Abdul l·laris, Eva/uasi l)en1belajaran, (Yogyakarta: Multi Pressindo,

3. Factors Affecting the Achievement

a. Intelligence

Patsy M. Lightbown and Nina Spada, English Language 1'eaching in Its Social

TEACHER

R Gary N. Charnbcrs, Motivating lan&ruage learners, (Clcvcdon: Multilingual Matters,

d. Environment condition

B. Parents' Role in Students Education

Parents' Authority and Obligation

Ary H. Gunawan, Sosiologi Pendidikan: Sua/u Ana/isis ._)osiologi Tentang Pelbagai

Sodo-c11lt11rnl 111iHcu

Peter f). Maclntyrc1 Individual f)ijferences and lnstrucJed ｌ｡ｮＬｴＬｲｴＱ｡ｾ･＠ Learning, ... ,p. 47

Conceptual Frame

D. The Hypothesis

A. School Identity

C. Vision, Mission and Motto

I. Vision

3. Motto

Facilities

Table 1

-E. Structure of Organization

F. Teachers, Staff and Students

1. Teachers and Staff

Pamulang

Tablc3

A. Research Methodology

1. Objective of the Research

2. Time and Location

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4. Population and Sample

b. Distribution of Questionnaire

Score of Questionnaire Answer Score Alternative Answer

6. Tcch11ic1uc of Data Analysis

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1. Data Description

2. Data Analysis

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