A Study in Kaliaman IV Elementary School Jepara
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Novita Wijanarti
112006062
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
The Roles of Parents in Enhancing Student’s Reading Motivation :
A Study in Kaliaman IV Elementary School Jepara
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Novita Wijanarti
112006062
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Novita Wijanarti and Victoria Usadya P. M.A., ELT
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
Novita Wijanarti:
v
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Novita Wijanarti
Student ID Number : 112006062 Study Program : English
Faculty : Language and literature
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
The Roles of Parents in Enhancing Children’s Reading Motivation : A Study in Kaliaman IV Elementary School Jepara
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1
The Roles of Parents in Enhancing Student’s Reading Motivation:
A Study in Kaliaman IV Elementary School Jepara
Novita Wijanarti 112006062
Abstract
This study aims to find out what parents roles to encourage their children to read and because of their education, economic backgrounds, parents’ perceptions, parents behavior, and reading habit influence their participation in their children reading activity. The participants of this study were one hundred and twenty seven parents from a State Elementary school in Jepara. There were seventeen question of questionnaire. They were asked to fill in 17 questionnaire items related to their backgrounds, their beliefs about reading, their behaviors, and the availability of books in their area. Through descriptive analysis, it is signified that parents from any backgrounds perceived that they need to help their children to read. However, parents from low education level and low socio-economic status seemed to be less involved in motivating their children to read books. The findings implied that parents from different backgrounds have different contribution in introducing reading to their children and parent from early grade were more involved in enhancing their children’s reading activity than parents from older grade.
Key words
: Parents; Children’s Literacy, Reading Book, Elementary school
Introduction
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and East Java students who found difficulties in reading (Stefanus, 2009). Actually, to increase the Indonesians’ reading interest, Indonesian government as well as non government organization makes a way such as providing mobile library. There has been many labors but it has not shown satisfying results yet. Children in Elementary school do not have the needs to read. This causes children do not have reading ability. Perhaps, the children’s attitudes towards reading are also caused by the lack of exposure to literature (Deford, 2009). In fact reading ability will be very important in their study. Therefore, children’ interest in reading, students’ imitated reading habit can bring good effect in the elementary school. In fact, research suggests that read for young children is the single important intervention for developing their future literacy skill (Frank & Leah 2006). Besides that Femi (2009) said that when parents are very interested in reading book, it can give effect to their children to love reading because children imitate parents’ habit and love to read. Therefore, children who love in reading, they have literacy skill which can help them to improve vocabulary, comprehension, writing skill, gain more knowledge and increase reading speech (Beatrice & Linda 2004). Furthermore, daily family routines like reading books are central of all aspect to children development, yet little is known about relationship between the family matters and children’s literacy development (David & Suzan, 2011). Daily family routines like reading is rarely happen because of the expensive book price, the parents do not give priority to the books which are not required by school so that they do not have lots of books at home (Karyono, 2007). Therefore, the writer desires to observe what the parents might do to motivate their children to read.
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on finding parents’ roles of children’s reading and what they do at home to encourage their children to read because there are some children not motivated well in Elementary school. Besides, whether the parent’s participation in their children’s reading activity is influenced by their education and economic backgrounds will also be discussed. Knowing parents backgrounds may help parents to predict the problems that prevent them to involve themselves in motivating their children to read and understanding the kinds of activities that they do to promote reading to their children.
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The writer did a research on parents in the Elementary school with the research question, What are the parents’ roles in enhancing the Elementary school’s reading motivation?. This study is aimed to find out the roles of parents in motivating and enhancing
their children’s reading in Elementary school. Then, the writer wants to know the students’ problems that occur in reading fluency. Therefore, the result of this study is the answer of the question. Through the result of the study, it was expected that it can give benefit for the parents to know the necessary information about the roles of parents in enhancing children’s reading motivation, especially in Elementary School. This study can also help parents in encourage their children to read more. The most important is it helps parents to provide more interesting storybooks and activities which suit children interests and need, so that children will enjoy the reading activity and they have reading fluency.
Statement of the Problem
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Theoretical Framework
Reading Habit in Indonesia
6
Parent’s Roles Their Children’s Reading Activity
The evidence about the benefits of parents being involved in their children’s literacy activities in particular is overwhelming. Research shows that parental involvement in their children’s learning positively affects the child’s performance at school (Fan & Chen, 2001). McCarthey (2000) explained how family especially parents involvement in education is influenced by culture, income, language, and the adults' perceptions of school and family responsibilities. So, children’s reading motivation begins from home (Baker, 2003; Zhou & Salili, 2008; Imperato, 2009; Myrberg & Rosén, 2009).
Children should be encouraged to use oral language to express themselves while learning about print and books both at home and in school (Bernhardt, 2000). At home parents can catalyze their children’s reading habit by showing enthusiasm, asking them anything related to the book, and providing more books. Two effective techniques parents can do to encourage children to read are reading aloud to them and letting them see their parents read (Deford, 2009). Moreover, the effective quality of shared book reading is associated with subsequent voluntary reading. Also Baker, Mackler, Sonnenschein, and Serpell (2001) examined how parent interacts with their first grade children during storybook reading. If their parents love reading and if possible, have home library, their children will imitate their habit and be fond of reading. It is expected that by seeing their parents reading and easily found books in their home usually they will be eager to read. Baker (2003) states that “children who have more opportunities to engage in literacy-relevant activities at home have more positive views about reading, engage in more leisure reading, and have higher achievement.”
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Mullis, Cornille et al., 2004). Additionally, of all school subjects, reading has been found to be most sensitive to parental influence (Senechal & LeFevre, 2002). In turn,s success in reading is a gateway to success in other academic areas as well (Jordan, Snow & Porsche, 2000).
Parent’s Background Related to Their Literacy Behaviors
Parents’ background can give effect to children literacy ( David & Susan , 2006), in a national survey of over 300 centers that they found on overage less than one to books available per child of those books, the majority were of average a poor quality of books. Further, print resources tend to be scarce in poor communities our analysis of four neighborhoods (David and Susan, 2006). Parental involvement in their child’s literacy gives effect for family background variables, such as social class, family size and level of parental education (Flouri & Buchanan, 2004), while reading enjoyment is more important for children’s educational success than their family’s socio-economic status (OECD, 2002). Parents’ education level and socio-economic status are two demographic factors that possibly will play a role in parents’ literacy beliefs (Lynch et al., 2006).
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THE STUDY
Context of the study
This research used a descriptive method, especially, survey method with a questionnaire as the instrument in collecting the data. Context of the study was undertaken in SD Negeri IV Kembang which located in Kaliaman village in Jepara, Central Java Indonesia. Particularly, parents are from one of Elementary school. The school is chosen because access to high-quality reading books without spending much money is quite difficult since public libraries with many books collection are hardly found there.
Participants
The participants of the study were 127 parents SD Negeri Kaliaman 4 in Kaliaman village, Jepara. There are 25 parents of the second grade, 35 parents of third grade, 32 parents of the fourth grade, and 35 parents of the fifth grade. The researcher did the reseach from second to fifth grade in once school because students from all grades can read fluently and researcher wants to focus in one school only. Besides that, It can help the researcher to get the data easily and doesn’t spend much time to get data from the parents.
Instruments of data collection
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V. Drummond (2004) with some modifications. To make it easier for the participants and to avoid misunderstanding, the questionnaire is written in Bahasa Indonesia.
Data Analysis
The respondents were asked to fill in information regarding their job (optional), highest education, & their income per month. The questionnaire had 17 questions about the roles of parents in enhancing children’s reading motivation: 6 questions for the roles of parents (number 5,6,7,8,11 and 17), 5 questions for parents behavior to encourage their children reading (number 9, 10, 12,13 and 14) , 3 questions for reading habit or activity (number 1,2,and 3 ), 3 statements parents’ perceptions (number 4, 15 and 16). The parent’s responses on part were divided into two categories: “positive” if they agree, strongly agree, strongly can, can, very often, often and etc, and “negative” if they disagree/strongly disagree, unneeded, seldom, and never. And also Yes and No answer if participant answer Yes they should give the result. So, the responses were switched into percentages to indicate major responds that answer the research objectives. They should give their answer by choosing one of the options provided for each question. Parents are also asked to write down what parents’ role to help their children reading ability. Microsoft Office Excel was used to count the average and most frequent answers.
Procedures
10
been submitted, 3 days later the researcher took back questionnaire to the teacher. There were 135 questionnaires given to parents but only 127 of them who returned it.
FINDINGS AND DISCUSSION
This section discusses about parents’ background, parents’ perception toward the reading books, and parents behavior to encourage their children’s reading.
A. Parents’ Background
This part converses about parents’ education level that was separated into two groups; they are parents with tertiary education and parents without tertiary education.
Figure 1. Parents’ Educational Level
The result showed that 84 % parents of the second to fifth graders are in the category without tertiary education. They worked as farmers, carpenters, fishermen, merchants, housewives and bricklayers. Six ten percent (16%) of the total number of parents had tertiary education and they worked as entrepreneurs and civil servants. Based on the data above, it showed that the number of parents with tertiary education was less than parents without tertiary education.
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percentages
Grade
with tertiary educaton
11 Figure. 2 Parents’ income per-month
2% 4%
Grade 2 Grade 3 Grade 4 Grade 5 Total
percentages
12
B. Parents’ perception
Parents’ perception about the books’ price
In this part, the parents’ perception about the books’ price was discussed. It can be seen in Figure 3.
Figure 3. Parents’ perception about books’ price
2% 2% 6% 4%
Grade 2 Grade 3 Grade 4 Grade 5 Total
percentages
The result showed that 51% of parents perceived that books’ price of story books was affordable. Twenty four percent (24%) of parents thought that the books’ price of story book was very affordable. Fourteen percent (14%) of the parents’ perceived that books’ price was not very affordable, whereas 11% of parents thought that books’ price was not affordable. Based on the data above, it showed that parents in this study thought that the books in Indonesia were not expensive. This is in contrast with the statement that was revealed by Darmaningtyas (2004) who assumes that book price in Indonesia was expensive.
Parents’ perception about the quality of story book
In this part, the parents’ perception about the quality of story book was discussed. It can be seen in Figure 4.
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Figure 4. Parents’ perception about the quality of story book
Over 64% of parents perceived the quality of story book was very good. While, 32% the number of parents’ perceived that the quality of story book was good. From the data, it was also revealed that parents thought the quality of story book was not good and not very good. The story books have not a good quality at all. Based on the data above, it showed that there was similarity with the result of the previous study David and Susan (2006), in a national survey of over 300 centers that they found on overage less than one to books available per child of those books, the majority were of average a poor quality of books. It means that not all the books have a good quality.
1% 1% 2%
Parents’ perception about the number of time the children saw parents reading at home.
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Figure 5. Parents’ perception about the number of time the children saw parents
reading at home.
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percentages
Grade
more than once a day
once a day
once a month
less than once a month
This study has purpose to know how necessary parents’ habit gives effect to their children to love reading. The results shows that thirty three of parents’ perceived that their children see them reading once a day. In Figure 5, 27 % of parents’ perceived that children see them reading once a month. Twenty two percent of parents perceived that children see them reading more than once a day. While, 18% of parents perceived that children see them reading less than once a month.
C.Parents’ behavior to encourage children’s reading
Parent’s behavior to encourage their children to read by reading books for their children.
15 Figure 6. Parents read book for their children
The result shows, 32% of parents perceived that they read books for their children once a day. Other responses to this question parents perceived that they read books for their children once a month (27%). Moreover, 23% of parents perceived they read books for their children more than once a day. Only a small number of respondents indicated that 18% of parents perceived that they read books for their children less than once a month. Based on the data above, it showed that there was similarity with the result of the previous study by Deford (2009) in which it showed that one of the two effective techniques parents can do to encourage children to read are reading aloud to them. It means reading aloud to children is very important in their reading literacy. According to the questionnaire, parents from second grade often encouraged their children to read by reading books than the other grades. This is in line with the statement of Kathryn and Debora (2004) who stated that how parents of younger children were more likely to be involved in educational activities than parents of older children. Almost two-third of the participants (70%) said that the mother was one who read story book for children. Twenty percent (20%) of parents perceived that the father who
12%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percentages
Grade
more than once a day
once a day
once a month
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read book for their children. A minority of participants (7%) indicated that both of them, the father and the mother, who read story book for their children. Three percent (3%) of the parents said that their children’s older siblings who read story book for children. It showed that there was similarity between this finding and the result of the previous study by Mc Carthey (2000). He explained how family is responsible for their child’s education. This can be seen from the finding that family member especially parents are involved in their children’ education.
The parents were also asked how many times parents bought books for children. Thirty percent (30%) of parents perceived that they bought books more than once a month. Moreover, 28% of parents perceived that they bought books once a month. A small number only twenty five percent of parents thought that they bought books every 3 months. If we now turn to a minority of participants (17%), the data indicated that the parents bought books twice a year. This is in line with (Macfarlane, 1994 as quoted by Deford, 2009) who stated that parents can catalyze their children’s reading habit by providing more books.
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of parents thought that they seldom to ask about character or plot of the story. Twenty three percent (23%) of parents perceived that they never asked their children about character or plot of the story. Only small number of respondents, who are 12% of parents, thought that they often asked about the character or plot of the story. This is in line with Deford’s research (2009) who stated that parents can catalyze their children’s reading habit by showing enthusiasm, asking them anything related to the book. It means that by asking to their child the questions relating to the book, parents can stimulate their children’s reading habit.
D.Parents’ Reading Habit
Parents’ reading habit in their family
In this part, the parents’ reading habit was discussed. Figure 7 shows the parents’ reading habit in their family.
Figure 7. Reading habit in their family
The data showed that 66% of parents thought they had reading habit. In contrast, 34% of parents perceived that they did not have reading habit. The most striking result to emerge from the data is that, only about two-third (2/3) of parents who had reading habit. When the
11% 10% 9%
parents who do not read
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subjects were asked if their child like to read books, forty five percent (45%) of parents perceived that their children like reading. Meanwhile, other response was 30% of parents thought their children like reading very much. Another finding, the result might explain that 15% of parents thought their children do not like reading. Then, the minority of participants (10%) indicated that their children do not like reading at all or they hate reading. The parents were also asked whether they arranged time for their children to study and watch TV. Based on the questionnaire, 91% of parents answer “Yes” and 9% of parents answer “No”. The average time for children to study was approximately about 30 minutes to 1 hour to read books and about 30 minutes to 3 hours children watched Television. Relating to the environmental condition in Indonesia, it shows that people are rarely to read books to the child and 50% of children like to spend their free time to watch television every night. It means that the result is in line with the theory from Mustafa (2005) who stated that every people house has television. It means that most of children run out of their time to watch TV than to read books. Furthermore, this is accordingly with Stefanus’s statement (2009) that Indonesian people did not have reading culture. It means that Indonesian people do not have habit in reading.
E.Parents’ Role
Parents’ role to help their children read.
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Figure 9. Parents need to help children in reading
20%
Interestingly, those subject shows that 100% of parents perceived that they need to help their children in reading. If parents answer that they need to help their children in reading, the participants should give the reason why. The overall answers from the participants were:
1) The reason is to make their children be able to read fluently. 2) The reason is to make the children learn to read simple words.
Meanwhile, parents were also asked whether they can help their children to read. The majority of respondents felt that parents can help their children to read (67%). Other response to this question is that parents can help their children to read (33%). Here are some way ways the parents mentioned they could help their children to read or cultivate their children reading habit:
1) To spell the letters.
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For older learner from third grade to fifth grade parents they mention:
1) My children can read. I only should provide newspaper or story books for them to make them learn more their fluently in reading.
2) I and my children reading together with different book.
The parents were also asked about the person who was responsible for the children’s ability to read. The majority of respondents felt that 70% of parents perceived that parents and teacher were responsible for their children’s ability to read. Twenty percent (20%) of parents thought that the teacher were responsible for their children’s ability to read. Other responses were 7% of parents thought that parents were responsible for their children’s’ ability. Then, small number of 3% of parents thought that the children themselves who responsible for their reading ability.
The parents were also asked whether they need to teach their children to read. The result showed that sixty four percent (64%) of parents thought that it was very necessary to teach their children to read. Moreover, 31% of parents perceived that they needed to teach their children to read. Then, five percent (5%) of parents thought they were not really necessary to teach their children to read. This result indicated that most of the parents realized that they needed to teach their children to read. Teaching reading to their children was a strong emphasis on reading that was very important (Barbara and David, 2009).
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children to read (9%). Last but not least, the data indicated that most of parents played their role especially when they have told their children to read. It means that the result was similar with the theory of Baker (2003), who stated that parents play a significant role in their children’ s literacy development as what they believe, say, and do surely make a difference.
F. Parents income and amount of books
In this part, parent’s income affects the amount of books that the children have, as can be seen in the table.
Parent's income per-month
Average the amount of books
<800 thousand
have no books (20%) less than 4 books (44%) 800 thousand less than 4 books (20%) 800-1,6 million 4- 10 books (10%)
> 1,6 million 10-30 books (6%)
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books that children have are 10 to 30 books. Therefore, it was not surprising to figure out that parents who have low-income background tended to be less involved of children reading, it was showed by the amounts of children’s book that they possessed at home were also indicated their involvement in their children literacy development.
CONCLUSION
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study that shown how parents of younger children were more likely to be involved in educational activities than were parents of older children (Kathryn & Deborah ,2004). The parents should know the importance of reading habit as Sénéchal and LeFevre (2002) demonstrated that children’s exposure to books developed their vocabulary and listening comprehension skills, which influenced their reading in the third grade. Moreover, reading book together (parents and children) is a literacy experience that has been found to promote the children’s literacy development (Sénéchal & Young, 2008).
Family literacy studies have shown that parental storybook reading has an impact on the children’s success in school-based literacy instruction (Shapiro, Anderson, & Anderson, 2002). Mostly the one who involved reading a story for their children is the mother. When family members (e.g., parents, older siblings, grandparents, aunts, uncles, other adults) read stories with frequency and provide responses to the children’s questions in relation to a story, children learn that printed story book of communicates meaning (Saracho, 2000a, 2000b, 2001). In contrast, not mostly parents especially mother do not arrange their children’s’ time when they are reading and watching Television.
Moreover, this study is aimed to find out the roles of parents in motivating and
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influenced by their education, economic level, reading habit in their family, and parent’s involvement.
Pedagogical Implications
All parents doesn’t always efforts to promote literacy to their children. To build parents’awareness, teachers could suggest that parents efforts to promote literacy that parents try to read to their children since early age (Kalia, 2007). Moreover, parents who have more access or chances to get books was verified to be more involved in their children’s reading activities. Therefore, school can also help to provide books for students by adding school library collection, for example by purchasing books from bookstores based on the parent’s view about
suitable books for children.
Limitation of the Study
Limitation of this study is only involved parents in a small town in Central Java and the amount of the participant were relatively large (127 parents). Therefore, the results got difficulties when analyzed the data of participants among parents in different grades. However, the study reveals a tendency that parents from different grades in once school behaves in a different way in encouraging their children to read.
The Future Researcher
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Appendix
Nama orang tua(nama anda ) : __________________________________________
Pekerjaan : __________________________________________
Pendidikan terakhir : SD/ SMP/ SMA/ D1/ D2/ D3/ S1(pilihan dilingkari)
Nama Anak : __________________________________________
Kelas : 2 /3 /4 /5 (pilihan dilingkari)
Jumlah Anak Bpk/Ibu : ___________________________________________
Total Pendapatan Keluarga Per bulan a. Di bawah Rp 800.000,- b. Rp 800.000,-
c. Rp 800.000,- -Rp. 1.600.000,- d. Di atas Rp. 1.600.000,-
Silanglah jawaban dan isilah pertanyaan dengan jawaban yang sesuai
dengankondisi Bapak/Ibu. Saya mohon Bapak/Ibu memberikan jawaban
sejujur-jujurnya.
1. Apakah anak Bpk/Ibu suka membaca?
a. Suka sekali c. Tidak Suka
b. Suka d. Tidak suka sama sekali
2. Apakah Bpk/ Ibu mengatur waktu anak membaca dan menonton televisi? a.Ya
Jika ya, berapa jam sehari anak Bpk/Ibu:
- Membaca :_________________________________ - Menonton televisi :__________________________________ b.Tidak
3. Apakah keluarga Bpk/Ibu punya kebiasaan membaca?
a.Ya b. Tidak
33
c.Sekali sehari d. d. Lebih dari sekali sehari 5. Menurut Bpk/Ibu apakah Bpk/Ibu bisa membantu anak membaca?
a.Sangat bisa c. Tidak bisa
b.Bisa d. Tidak tahu
Jika bisa, dengan cara apa Bpk/Ibu membantu anak membaca: __________________________ ____________________________________________________________________________ 6. Menurut Bpk/Ibu siapa yang bertanggung jawab terhadap kemampuan anak untuk
membaca?
a.Orang Tua c. Anak
b.Guru d. Orang tua dan guru
7. Apakah menurut Bpk/Ibu orang tua perlu mengajari anak membaca?
a.Perlu sekali c.Tidak terlalu perlu
b.Perlu d. Tidak perlu
8. Apakah Bpk/Ibu pernah menyuruh anak membaca?
a.Sangat sering c. Kadang-kadang
b.Sering d. Tidak pernah
9. Apakah ada anggota keluarga Bpk/ Ibu yang membacakan cerita untuk anak? a.Ya.
Jika ya,siapa yang membacakan cerita? _____________________________ b.Tidak
10. Berapa kali anak dibacakan buku cerita? a.Kurang dari sekali dalam sebulan
b.Seminggu sekali
c.Sekali sehari
d.Lebih dari sekali sehari 11. Menurut Bpk/Ibu, apakah orang tua perlu membantu anak membaca?
a.Perlu b. Tidak Perlu
Mengapa perlu/ tidak perlu (beri alasan):___________________________________________ ____________________________________________________________________________ 12. Apakah Bpk/Ibu/anggota keluarga yang lain setelah membacakan cerita, pernah bertanya
tentang tokoh atau isi cerita kepada anak? a.Sangat sering
b.Sering
13.Berapa buku cerita yang anak miliki di rumah?
a.Tidak ada c. 4-10 buku
b.Kurang dari 4 buku d. 10-30 buku
14. Berapa kali Bapak/ Ibu pernah membelikan buku untuk anak Bapak/Ibu? a.Lebih dari satu kali per bulan c Setiap tiga bulan b.Sebulan sekali d. Kurang dari dua kali setahun 15. Harga buku bagi anak terjangkau
a.Sangat setuju c. Tidak setuju
b.Setuju d. Sangat tidak setuju
16. Kualitasnya buku bacaan yang tersedia di toko-toko buku bagus
a.Sangat setuju c. Tidak Setuju
b.Setuju d. Sangat tidak setuju
17. Menurut Bpk/Ibu apakah peran orang tua untuk bisa membantu anak bisa/gemar membaca? ________________________________________________________________________ ________________________________________________________________________
-Terima Kasih-
