ii
ACADEMIC YEAR 2016/2017
THESIS Presented to
State Islamic Instituteof Ponorogo In partial fulfillment of the requirement For the undergraduate degreein English Education
IMAM KHOIRI NIM: 210912066
FACULTY OF TEACHING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
PONOROGO STATE INSTITUTE OF ISLAMIC STUDIES
JUNE2017
This is to ceritify that the undergraduate thesis of:
has been approved by examiners.
Imam Khoiri
210912066
Education and Teachers Training English Education
the thesis advisor for further approval by the Board of
Date:
Name
Students Number Faculty
Departement
inantu K.S.AM.Hum NrP. 19821 1072011012009
MP. 1981031620tt
lll
This is certlry that undergraduate thesis of:
Name
Student Number Faculty
Departement Tittle
Imam Khoiri 210912066
Education and Teachers Training English Education
Correlation Between Parental Involvement and Students English Achievement of the Tenth Grade Student at MA Al-Islam Joresan in Academic Year 2016t2017
has been approved by the board of examiners on:
Day
:3August2017Date
: ThursdayAnd has been accepted as the requirement for the undergraduate degree in English Education on:
Day Date
Ponorogo, ,2017
by
eaching and Education Faculty Institute of Islamic Studies
12171997031003 Board of examiners:
1. Chairman
: Kharisul Wathoni, M.Pd.I2.
ExaminerI
: Dr. Ahmadi, M.Ag3.
Examiner2
: Winantu K.S.A"M.Humlv
v
Mr. Sodikan and Mrs. Kadaratin my beloved parents, andmy old sisterSiti Rodliyah and my old brother Hariyanto. They have motivated me to study hard and to be patient to face the reality. And always support me and pray for me and give me understanding and endless love
vi
are the people you want to be, when you grow up ”
1
1http://www.google.com/search?client=ucweb-b&channel+kata+mtiara
vii
Islam Joresan Ponorogo in Academic Year 2016-2017.”Thesis. English Education Department, Teaching and Education Faculty, Ponorogo State Institute of Islamic Studies. Advisor: Winantu K.S.A,M.Hum
Keywords: Parental Involvement, and English Achievement.
The successfull of students learning process basically depends on parents and students interactions. Parents and students communication plays a contral role in establishing a students achievement. A good English achievement is reachable when parents and students have closed relation. In contras, lack of parents involvement causes children to be laziness, indifferent, and less interest in learning. As the result, this study is focused on determining correlation parents’
involvement and English achievement of the tenth grade students at MA AL- ISLAM Joresan Ponorogo in academic year 2016-2017.
This research conducted quantitative correlation design.The number ofsample in this research was 135 students of Tenth Grade at MA AL-ISLAM Joresan in Academic Year 2016/2017. The techniques of data collection on this research were questionnaireand documentation. The data were analyzed usingproduct moment formula.
The researcher found the low score of parents involvement was 53,33%
whith score range 31-51. It meant thatparents involvement was in low category.
Then the high students English achievement score was53,33% with score range 88-97. The research showed that rxyor the correlation between parents involvement and students English achievement was 0, 819, with the degree of freedomis N= 135-2=133. It has been got the empirical number 0,819 in which standard significance 5% rtwas 0,228.It meant rxy>rt or 0,819>0,228. It could be concluded that Ha was accepted and Ho was rejected.
In line with the findings above, it can be summed up that there is a significant correlation between parental involvement and students English achievement of the tenth grade students at MA AL-ISLAM Joresan Ponorogo in academic year 2016-2017. This research is expected to be useful for all teachers actually for English teacher. For students, it is important to motivate the students to build good relation with their parents, and for the other researcher, it can be used as reference to conduct the next research related to parental involvement issues.
viii researcher can finish this thesis well.
Peace and salutions always be given to our prophet Muhammad Saw, as the last and the great messenger.
The researcher realizes that actually the researcher cannot complete this final project without the advice, encouragement, guidance, suggestions, and support from many people during the process. Therefore, in occasions, the researcher would like to express greatest gratitude to:
1. Dr. Hj. Siti Maryam Yusuf.,M.Ag, as Rector of Ponorogo State Institute of Islamic Studies
2. Dr. Ahmadi, M.Ag, as the Dean of Teaching and Education Faculty of IAIN Ponorogo
3. Pryla Rochmawati, M.Pd,as the Head of English Education Department of IAIN Ponorogo.
4. Winantu K.S.A., M.Hum, as advisor that has agreed this thesis and given advises, guidance, time, support, and patient for the thesis.
5. Jalli, as English teacher atMA AL-ISLAM Joresan for giving permission and guidance duringconducting the research.
6. The students of MA AL-ISLAM Joresan, especially for tenth grade students of MA AL-ISLAM Joresan who have supported me in finishing this thesis.
ix
friends in abroad who always accompany me in happy or sad situation.
May Allah Almighty bless them all, Amin.
Finally, the researcher hopes this thesis can be useful to the readers and the researcher realizes that this thesis is not perfect yet. Therefore, the researcher would like to welcome and constructive suggestion and critism to make this thesis be better.
Ponorogo, 12th June, 2017 Researcher
Imam Khoiri NIM.210912066
x
PAGE OF TITLE ... ii
APPROVAL SHEET ... iii
RATIFICATION SHEET ... iv
DEDICATION ... v
MOTTO ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... x
LIST OF TABLE ... xiv
LIST OF APPENDICES... xv
CHAPTER I : INTRODUCTION A.Background of the Study ... 1
B. Limitation of the Study... 3
C.Statement of the problem ... 3
D.Objective of the Study ... 3
E. Significances of the Study ... 3
F. Organization of the Thesis ... 5
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Background ... 6
1. Parents Involvement ... 6
xi
2. English Achievement ... 16
a. Definition of Achievement ... 16
b. Definition of English Achievement ... 17
c. Factor that Affect Students’ English Achievement 25
B. Previous Study ... 30
C. Theoretical Framework ... 32
D. Hypothesis ... 33
CHAPTER III: RESEARCH METHODOLOGY A.Research Design ... 34
B. Population and Sample ... 35
1. Population ... 35
2. Sample ... 36
C. Instrument Data Collection ... 39
D.Technique of Data Collection ... 41
1. Questionnaire ... 41
2. Documentation ... 41
E. Technique of Data Analysis ... 42
1. Validity test ... 42
2. Reliability Test ... 45
xii
1. Data of Parents Involvement ... 50 2. Data of Students’ English Achievement ... 54 C. Data Analysis ... 58
1. Analysis Parents Involvement of the Tenth Grade Students at MA AL-ISLAM Joresan in Academic Year 2016/2017. 50 2. Analysis English Achievement of the Tenth Grade Students
at MA AL-ISLAM Joresan in Academic Year 2016/2017 51 3. Correlation between Parents involvement and students
English achievement of the Tenth Grade Students at MA AL-ISLAM Joresan in Academic Year 2016/2017. ... 65 D.Discussion ... 69 CHAPTER V: CLOSING
A.Conclusion ... 71 B.Suggestion ... 71 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LETTER OF STATEMENT HAS BEEN CONDUCTED RESEARCH PRONOUNCEMENT
xiii
3.1 Instrument data Collection 39
3.2 The result of Validity Test 44
3.3 Table of Varians 46
4.1 Students’ Parents Involvement Score 50
4.2 Students English Achievement Score 54
4.3 Analysis Data of Parents Involvement 59
4.4 Analysis of Parents Involvement 61
4.5 Analysis Data of Students English achievement 62 4.6 Analysis of Students English achievement 64
4.7 Table Correlation 67
xiv
1 The questionnaire of Parents Involvement 2 Lesson Plan
3 Table “r” Product Moment
4 The History of AL-ISLAM Joresan 5 Letter of Proposal Approval
6 Letter of Research Companion
7 Letter of Research Proof from MA AL-ISLAM Joresan
1 A.Background of the Study
English achievement is the learning result that is got from the learning activity at school, college, or university that has cognitive character and usually defined on the measure and scoring.1 Learning result that has been achieved by students must be appropriated with their capabilities and it is marked by developing and alteration of students’ behavior. This achievement can be expressed in terms of value and results of tests or exams.
In general, parents involvements is crucial factor to improve students achievement. The involvement of parents means that parents participation in school activities, help their children learn at home, and who regularly collaborate with community. In fact, this is not coherence with in real life, for example in tanggerang, from 294 parents whose children attended 6 selected private kindergartens the finding indicated the parental involvement was at low level.2 Moreover based on the observation in MA AL-ISLAM, students’
English achievements of the tenth class at the first semester are various, many factors affect the student’s English achievement. Academic achievement of students, may not only depend on the quality of schools and the teachers, rather the extent of parental involvement has vital role to play in academic
1 Nana Syaodih, Landasan Psikologi Proses Pendidikan ( Bandung: Remaja Rosdakarya, 2005),102-103
2 http://www.sciencedirect.com/science/article/pii/s187742811009554. Accessed on 9 August 2017
achievement of their children, such as give motivation, as a teacher, as a model, and it can affect the students achievement. The researcher conduct this research at MA AL-ISLAM Joresan and the object this research is tenth grade students, because the researcher assums that the tenth grade class is the crucial class. Furthermore, it is the base grade in senior high school and it affect the next level.
Every day, student spend more their time at home than at school. So they are have more time gather with family, parents should be involved in students learning process. If their children are learning a new language, parents can involve in the fun and learn with him or her parents involvement, it can be defined as a process that parents use all their ability to develop their children’s potency. Parents involvement as positive habit former for strong foundation in informal education. With the habits, the children will adapt their parents. Then parents have important role in developing children potency. Parents can support their children’s schooling by attending school functions and responding to school, 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, modeling desired behavior such as reading for pleasure, monitoring homework, and actively tutoring their children at home.3
At home, parents involvement is one of important factor in fostering successful learning. Parents who really give attention toward their children,
3http://www.nwrel.org/scpd/sirs/3/cu6/html, accessed on 28 December 2016
brough negative effect such laziness, indifferent, and less interest in learning.
Based on Paul Mutodi, there was significant correlation and significant influence between parent involvement and students’ academic performance.4
According to the explanation above, the researcher wants to analyze the correlation between Parental involvement and students’ English achievement of the tenth grade students at MA AL-ISLAM Joresan Ponorogo in academic year 2016/2017.
B. Limitation of the Problem
This study focused on the correlation between Parental involvement and students’ English achievement
C. Statement of the Problem
Based on the scope of study, the problems of the study can be stated as follows:
Is there correlation between parental involvement and students’ English achievement of the tenth grade students at MA Al-ISlAM Joresan in academic year 2016/2017?
D. Objective of the Study
The objectives of study in this research can be stated as related with the statement of the problem. Therefore, the objective of the study is :
4Paul Mutodi, “The Impact of Parental Involvement on Student Performance: A Case Study of a South African Secondary School,” Mediterranean Journal of Social Science, 8 (May, 2014), 1.
to know the correlation between Parental involvement and students English achievement of the ten grade students at MA Al-ISlAM Joresan in academic year 2016/2017
E. Significances of Study
1. Theoretical Significance
The result of this research is expected to give benefits in education practice. It is hoped that it can be contribute as the reference on the effort of increasing the students’ achievement especially English achievement.
2. Practical significance a. Teachers
By reading this research, teacher know how much Parents involvement influence the students’ English achievement.
b. Students
The result of this research to give motivation about the importance of study everywhere and with everyone.
c. Researcher
The result of this research is expected to add the researcher knowledge and experience about significance of Parents involvement toward students’ achievement.
F.Organization of the Thesis
As description of the researcher ideas design that was poured in this observation. This thesis was organized systematically into five chapters that consisted of sub chapters that are connected. In order can understand of thesis easily need organization of the thesis.
Chapter one is introduction. This chapter consists of background of study, limitation of the problem, statement of the problem, objective of the study, significances of the study, and organization of thesis.
Chapter two is review of related literature. This chapter consists parental involvement theories, kind of parental involvement, factor that affecting parents involvement, English achievement, kind of English achievement, factor affecting students achievement, previous of study, theoretical of framework, and hypothesis.
Chapter three is research methodology. This chapter consists of research design and variable, population, sample, instrument of data collection, technique of data collection, and technique of data analysis.
Chapter four is result and discussion. This chapter consists of data description, data analysis, discussion.
Chapter five is closing. This chapter consists of conclusion and recommendation.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Background
In this chapter, the researcher presents review of literature which is used in this study. These reviews have a purpose to give information that concerned with the research problem including parents involvement, type of parents involvement, factor that affecting parents involvement, English achievement, kind of English achievement, factor affecting students achievement, previous studies, theoretical of framework, and hypothesis.
1. Parents Involvement
a. Definition of Parents Involvement
Good educator for their children on learning process is parents. Prindle in Xitao Fan argues that parent should be involved their children in learning process because parents involvement has positive effect on students’ academic achievement.5 The involvement of parents means that parents participate in one or more school associated activities, such communicate with the school staff, volunteer their time in the school, help their children
5 Xitao Fan and Michael Chen, “Parental Involvement and Students’ Academic Achievement: A Meta Analysis,” (Thesis, Mississippi University, Washington, 1999), 4.
6
learn at home, take an active role in school related decision- making, and who regularly collaborate with the community.6
The students need the involvement for their parents in learning process. Parents involvement level has positive impact on childrens academic achievement even when the background factor of such as social class, family, family size, has been taken into account.7Those factors can give the effect in parents’ involvement level and that effect will contribute to their children’s academic achievement. Therefore, parents involvement is crucial factor to improve students achievement.
Based on the statement above, the researcher concludes that parents involvement is crucial factor to play at home, community, and school environment to increase students academic achievement. So parents must be active to involve their students’
education because one of their functions is giving education for their children.
b. Type of Parents Involvement
Parental involvement may have different types, which might have differential influence on academic achievement of their
6Hafiz Muhammad W. R, et al., Parental Involvement and Academic Achievement; A Study on Secondary School Students of Lahore, (online), Page 213,Vol 3 No.8, (Special Issue- April 2013). International Journal of Humanities and Social Science. www.ijhssnet.com, accessed on 12th November 2016.
7Zenebe Lemesse, ”Factors that Affect Students’ Academic Achievement in Government Secondary Schools of Asella Town, Oromia National Regional State,” (Thesis, Haramaya University, Haramaya, 2015), 18.
children. Joyce L Epstein in Jerold P Bauch explains the type of parents involvement.8
a. Parenting
Timothy Z Keith in Abdul Qayyum Chaudhry argues that parenting is the process of uprising and educating the child from birth till adulthood this is usually done in a child’s family.9 Parents are the first educator to their students. Parents should be involved in the learning process by being good parenting for their children, and good parenting must provide for the children education, provide for the health and safety of students, maintain home environment that encourages learning, improvements in students behavior, school attandance, time managements, and awareness of the importance of school.10
Based on the statements above, parenting is supporting and promoting students process by being a good parents, keeping the student health, maintaining home environment, and improving in students’ behavior. Absolutly, it can help their children to improve their academic achievement.
8 Jerold P Bauch, ”Categories of Parent Involvement,” The School Community, 1 (1994),58.
9Abdul Qayyum Chaudhry, “Parent’s Involvement in their Child Academic Achievement,”
Pakistan Vision, 2 (2005), 118.
10Hafiz Muhammad W. R, et al., “Parental Involvement and Academic Achievement; A Study on Secondary School Students of Lahore,” International Journal of Humanities and Social Science, 8(April 2013).213
b. Communicating
Communicating is simply of transferring information from one people or one place to another. A good communication between parents and school can improve the students’
academic achievement. School must employ a variety of techniques for communicating with parents about their children’s progress, decisions affecting their children, and school programs in general. These include parent-teacher conferences, phone contact, report cards. Some schools sign contracts with parents in which expectations for students, teachers, and parents are clearly delineated.11
On the other hand, communication between parents and children is very important. Effective communication between parents and their children have impact to improve their children academic performance, such as learn how to really listen, try to make explanation complete, express your own feelings and ideas when communicating with children, regularly schedule family meetings or time to talk, keep the conversation brief, ask the right question, communicate at your children level.12
A good relationship will happen when parents, students, and school have good communication. For instance, parents
11Ibid., 213
12 Kristin Zolten and Nicholas Long, Parent/Child Communication. (USA: Arkansas University, 2006), 2-3.
can build the effective communication with school and students, because it helps children in learning process to improve their academic achievement.
c. Volunteering
Volunteering is general activity to renowned for skill development and is often intended to promote goodness or to improve human quality of life.13 Joyce in Hafiz Muhammad W. R says that schools enhance their connection to families, especially parents by encouraging them to volunteer in school activities and attend school events. That activities are designed to enhance students’ skills in communicating with adults provide them with exposure to a wide variety of adult skills, occupations, and help them develop their own skills with the support of volunteer tutors and mentors. Parents are likely to develop a greater appreciation for the work of teachers, develop their own skills, and grow increasingly comfortable in working with their children and interacting with others at school.14
Based on the statements above, volunteering is parents activity to support their students in learning process, such as volunteer in school activities, attend school events and
13 https://en.m.wikipedia.org/wiki/Voluntering, accessed on 26th December 2016.
14 Hafiz Muhammad W. R, et al., “Parental Involvement and Academic Achievement; A Study on Secondary School Students of Lahore,” International Journal of Humanities and Social Science, 8(April 2013).213
communication with school staff, the effort of parents to volunteer in order to help their children in learning process, and teacher will be able to pay more attention to individual students as a result of volunteering help.
d. Learning at Home
Parents as a good educator at home, parents can enhance the impact of learning at home through their involvement.
Parents involvement and home environment in children learning process give the effective affect to improve their academic achievement. Parents may begin to perceive their children more as learners and develop confidence in their own abilities to teach and support the educational process.15 Their involvement at home include participation in decision-making, help them foster learning process, discussion homework, setting students goal and give a feedback to the teachers.16
Parents support and participation in students learning process at home make students easier, comfortable and confident to study. Parents support and participation also help teacher in transferring lesson to students. As the result, the students can improve their academic achievement.
15Ibid.,214
16Ibid.
e. Decision-making
Parental participation in decision-making, when it is comprehensive program involving parents in learning support activities as well, is associated with improved student outcomes.17 Parental involvement in decision making make students are likely to become aware of family representation in school decisions. Parents are expected to develop opportunities for input, feelings of ownership, an understanding of policies, and a sense of connection with other families.18
Based on the statements above, the researcher concludes that parents involvement in decision-making is parents participation and parents program to support students in learning process at home, school, and community and it gives possitive affect to improve their students achievement.
f. Collaborating with the Community
Community is part of the students learning process.
Collaboration with community can give the experience and can help the students in learning process. Schools and families must draw regularly upon community resources to support their efforts to educate children.19 In fact, community representatives and resources may be tapped for each of the
17Ibid.
18Ibid.
19Ibid.
other five types of involvement: communicating with families, volunteering, supporting learning, and participating in school committees. Student academic achievements are greatest when families, schools, and community organizations and leaders work together. Children are provided with more opportunities for learning and for linking school knowledge with real world opportunities.20
Community is one factor in affecting students education, collaboration with community can give new experience, and can help the students in learning process. Furthermore, parents must be support their childrens activity with community to improve their skill and increase their academic achievement.
c. Factors that Affecting Parents Involvement
Javid Javarof explains that factors affecting parental involvement can be divided into three groups.21
a. Parent Related Factors
La Rocque in factors affecting parental involvement stated that parent is one factors to contribute of parental involvement in their children’s learning process. Parental involvement can be affected by several socio-political factors, such as socio-
20Ibid.
21Javid Jafarov, “Factors Affecting Parental Involvement in Education: The Analysis of Literature,” Khazar Journal of Humanities and Social Science, 4 (2015), 38.
economic condition and parents’ negative school experience.22 Furthermore, in line, Hoover Dempsey argues that parent experience and high socio-economic status and try more effectively to get involved than parents with low socio- economic status. This factor can give the effect in parents’
involvement level and parents’ beliefs about whether the effects of involvement will contribute to their children’s academic achievement also influence their levels of involvement.23
Based on statements above, parents involvement can be affected by several factor, such as parents experience and parents socio-economic status. Those factor can give the effect in parents involvement level and that effect will contribute to their students’ academic achievement.
b. School related Factors
Pena in Javid Javarof argues that school is another factor that has an influence on parental involvement. Relation between parents and teacher more give impact in parental involvement in their students learning process. Even when parents and teachers do not have any problem in understanding each other, teachers’ attitudes influence the level of
22Ibid.
23Ibid.
involvement.24 If parents trust the attitude of teacher, their involvement will be increased. Furthermore, school must be a good partner and relation to help parents in involving children learning process.
c. Student related Factors
Hornby and Lafaele in Javid Javarof argues that parents are likely to get involved if they comprehend that not only teachers, but also students expect them to get involved. Many factors make the students have influence factor in parents involvement level. Students age as an issue affecting the level of parental involvement. They explain this in addressing the downward trend in parental involvement in upper grades.25 Beside it even students’ gender may be considered as a factor contributing to parental involvement. Because, Deslandes and Potvin found that male students’ mothers contact teachers more frequently than female ones. Interestingly, male students’
parents’ involvement levels are higher than females in elementary school, but in high school female students’ parents’
involvement levels are higher than males.26 Furthermore, the different gender of students have significant influence in their parents involvement. So, parents should be aware that different
24Ibid.,40
25Ibid.,41.
26Ibid.
gender and age affect parents involvement to increase students’
achievement.
2. English Achievement a. Achievement
Students’ achievement means the competence of person related to domain of knowledge, and the result of an activity that has been done, created, either individually or group.
Although, the definition of learning achievement would be argued by different views. Julian C. Stanley in Fitria A.B says that 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.27
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.28
Another idea about learning achievement is expressed by Jum. C. Nunnally. Learning achievement is how much students a count of lesson that students have learned up to a particular point in time.29 It means that achievement is the
27Fitriah AB Julian,”Parents’ Involvement and its Influence on Student English Achievement,”( Thesis, UIN Syarif Hidayatulloh, Jakarta, 2009), 14
28Ibid.
29 Ibid.
number of subject that student have got through learning process in the class.
From the definitions above, achievement is the level of students successed in learning subject matter at school that are expressed in the form of scores obtained from the result of test on subject matter.
b. English Achievement
Geoff Brindley in Fitria A. B argues that English achievement is learners’ ability to use the target language (English).30
According to Scott Thorn burry in Fitria A.B, English achievement is what learners have learned about target language – English, over a week, month, term or entire course.31
According to the definition above, the researcher takes a conclusion that English achievement is the result, the ability, the progress, and student’s acceptance of English language as foreign language. The scope of English achievement consists of four skills. They are speaking, listening, writing, and reading.
30Ibid.
31Ibid., 15.
a. Speaking
Speaking is productive skill that can be directly and empirically observed those observation are invariably colored by the accuracy and effectiveness of a test- takers listening skill which necessary compromises the reliability and validity of an oral production test.32 Students also learn vocabulary, pronunciation, and how to speak well. Mastering the art of speaking in the single most important aspect of leaning second or foreign language and success is measure in term of ability to carry out a conversation in language.33
In speaking has indicator to assess the students speaking skill, consists of four parts : fluency, accuracy, Pronunciation, and intonation.34 In AL-ISLAM Mr. Jalli said as English teacher in this school, that in speaking he use pronunciation, grammar, fluency, vocab, and understanding indicator to assess their student.
Aspects Scores Indicators
Pronunciation Low (45-59)
1. Difficult to understand because there are pronunciation problems, often requested repetition.
2. Pronunciation problems are so serious that they can not be
32 H Douglas Brown. Language Assessment: Principle and Cla ssroom Practices. (Longman: Francisco State University, 2004), 140.
33 David Nunan, Language Teaching in Methodology a Text Book Teacher. (UK: Prentice Hall,1991), 39.
34 Sawsan Ahmed and Abdul Amir Alamin, “Assessing Speaking Ability in Academic Context for Fourth Year Taif University Students,” International Journal of English Linguistics, 6 (November, 2014), 97.
understood
Average (60-75)
There is a pronunciation problem that keeps the listener in full concentration and sometimes misunderstandings
Good (76-100)
1. Easy to understand though with a certain accent
2. Easy to understand and has native speaker accents
Grammar
Low (45-59)
1. Many grammatical errors that hamper meaning
2. The language error is so severe and elusive
Average (60-75)
1. Sometimes making grammatical errors but not affecting meaning 2. Often makes grammatical mistakes that affect meaning Good
(76-100)
1. No grammatical errors 2. Few grammatical errors
Fluency
Low (45-59)
1. Talk falter and stop so the conversation does not happen 2. Often hesitated and stalled due to language limitations
Average (60-75)
1. Mistakes are much distracted by language problems
2. Error slightly disturbed by language problem
Good (76-100)
1. Talk smoothly like a native speaker
2. Talk about the same as native speakers
Vocabulary
Low (45-59)
1. Using vocabulary in the wrong and limited so difficult to understand
2. The vocabulary is so limited that the conversation does not occur Average
(60-75)
1. Often use inappropriate vocabulary
2. Limitations of vocabulary so that the conversation is not perfect Good
(76-100)
1. Sometimes using inappropriate vocabulary
2. Using vocabulary and and expressions like native speakers
Understanding
Low (45-59)
1. Can not understand even though the conversation is repeated 2. Slightly understand the conversation
Average (60-75)
1. Just understand conversations that are sociative with slow talk 2. Understand most of what is said
Good (76-100)
1. Understand almost everything even if there is a repetition of certain parts
2. Understand all without difficulty
b. Listening
Listening is the way of learning the language. It gives the learner information from which to build up the knowledge necessary for using the language. When the language is build up, the learner can begin to speak. The listening only period is a time for observation and learning with provides the basis of the others language skill.35
Listening activity is the students’ way to get vocabulary grammatical rules and spelling fluently.
Many teachers compare it for a long time. In English learning activity the students are listening to intensive oral language. It means that fluent utterance is produced by receptive activity, not in productive activity. Some listening activities will make your pupil up, make them move about create movement and or noise. Other will calm them down, make them concentrate on what in front of them, and create a peaceful atmosphere.36
35 Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge,2009),38 .
36 Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children, (New York:
Longman,2000),22.
In listening has indicator to assess the students listening skill, consists of core listening skill ( develops immediate rapport, shows ongoing interest, avoids distraction, actively listens, and remains focused), understanding ( explores and probes, remember detail, summarizing conclusions), responding ( reacts appropriately, uncover issues, agree on action), and advanced listening skill (listens in meetings, confortable with diversity, handles negative skill, and responds to reasonable demands).37The teacher not only used on these indicators in the school. In AL-ISLAM the teacher adapt from students answer in listening lesson.
And combined from students active in learning process,
Aspects Indicators Scores
Excellent Understand all the instructions without difficulty so they can do all the instructions appropriately
91-100
Verry Good
Understand almost all instructions even if there is a repetition on a particular part but can do all the instructions correctly even if a little slow
81-90
Good Understand most of what is said or instructed when instruction is slowed and repeated, so slow in doing what is instructed and sometimes wrong
71-80
Average It is hard to follow what is instructed but there are still many or there are instructions that are done correctly
61-70
Bad It is very difficult to do what is instructed, only a small part is done
51-60 Very Bad Can not implement what is instructed,
even one instruction only
40-50
37http://www.pmsbookshop.com/catalog/product_info.php?product_id=1279, accessed on 26th December 2016
c. Reading
Reading is also the language skill which is easiest to keep up- many of us can still read in a foreign language that people used to be able to speak as well.38
Reading activity is how to read comprehension and understand of the text, to show students reading achievement: they should be able to identify meaning of written text such as poster, banner, and pamphlet.
In Reading has Indicator to assess the students reading skill, consists: reading fluency, reading accuracy, and reading speed.39The teacher not only used on these indicators in the school, example in AL- ISLAM the teacher adapt from the students reading fluency, accuracy, pronunciation, and reading time to assess the students reading skill.
Aspects Scores Indicators
Fluency
Low (50) Many mistakes in reading Average
(60-70) Current, but there are still errors Good
(80) Very smooth and a little mistake
Accuracy
Low (50)
All utterances are incomprehensible Average
(60-70)
1. A small part of speech is understandable
2. Most of the words are understandable
Good
(80) All utterances can be understood
38 Wendy A, Scott and lisbeth H. Ytreberg, “Teaching English to Children”, 49.
39E. J Kame’enui and D. C Sommons, The Role Fluency in Reading Competence, Assessment and Instruction, (France: Informa Company, 2001),1.
Pronunciation
Low (50) Almost all speech is not true Average
(60-70)
1. A small part of speech is incorrect
2. Most of the remarks are correct Good
(80) All speech is true
Intonation
Low (50)
The pressure or rhythm of all words is wrong
Average (60-70)
1. The pressure or rhythm of a few words is true
2. The pressure or rhythm of most words is true
Good (80)
Pressure or rhythm of all words, phrases, sentences true
d. Writing
By far the most important reason for teaching writing, of course, is that it is a basic language skill, just as important as, speaking, listening and reading.
Students need to know how to write letters, how to put written report together, how to reply to advertisements and increasingly, how to write using electronic media.40
Writing involves basic learning language activity.
Writing respect becomes a formal goal in teaching language. While it still holds the important roles in universal examination.
In writing has Indicator to assess the students writing skill, consists: fluency, content, conventions, syntax, and vocabulary.41 And in Al-ISLAM the teacher
40Ibid.
41http://www.Idonline.org/article/Simple_Ways_to_Assess_the_Writing_Skills_of_Stude nts_with_learning_Disabilities, accessed on 27th January 2017
adapt from students content, grammar, organization, vocab, spelling, and capitalization to assess the writing skill.
Aspects Scores Indicators
Content
Low (50) Unstructured and elusive Average
(60-70)
The choice of text is not clear and structured at least according to the type of description
Good (80)
Structured to maximize the description type
Organization
Low (50) Writing not according to text structure
Average (60-70)
Write in accordance with the structure but the explanation is less appropriate with the idea
Good (80)
Write with the appropriate structure in accordance with the text
Vocabolary
Low (50) Difficult to understand Average
(60-70)
1. Less precise and affect the meaning
2. Sometimes not quite right but does not affect the meaning Good
(80)
All right and proper
Grammar
Low (50) Difficult to understand Average
(60-70)
1. Less precise and affect the meaning
2. Sometimes not quite right but does not affect the meaning Good
(80)
All right and proper
Capitalization
Low (50) Many errors in using capital letters Average
(60-70)
A little mistake in writing capital letters
Good
(80) Right in writing capital letters
One achieves academic achievement is the result of interaction of various factor that influence both from within and from outside the individual.42 Achievement
42 Abu Ahmadi and Widodo Supriyono, Psikologi Belajar (Jakarta: Rineka Cipta,2008),138.
is a successful completion, accomplishment, a result brought about by resolve, persistence, or endeavor, and then the quality and quality of a student’s work43.
3. Factors that Affect Students’ Academic Achievement
Zenebe Lemesse explains that factors influence achievement can be divided into seven group.44
a. The Physical Environment and the School Facilities
Lipman in factors influence achievement stated that classroom environment have revealed that physical arrangement plays a vital role in teaching learning process. It can affect the performance of both teachers and students.45
Physical environment is simply defined as the physical characteristics of the room. It refers to the different things i.e., size of the room, lighting, degree of temperature, condition of classroom floor whether it is carpeted or just concrete.46 Physical environment can affect students’ learning procces, because a good physical environment in the class makes the student comfortable in learning process and also can improve their skill in the class.
43A. S. Hornby, Oxford Advanced Learner’s Dictionary,(New York: Oxford University Press,2005),10.
44Zenebe Lemesse, ”Factors that Affect Students’ Academic Achievement in Government Secondary Schools of Asella Town, Oromia National Regional State,”(Thesis, Haramaya University, Haramaya, 2015), 7.
45Ibid., 9.
46Qaiser Suleman and Ishtiaq Hissain, “Effect of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division Pakistan,”
International Journal of Learning and Development, 1 (2014), 72.
Beside it, school facilities is crucial factor to improve students’ academic achievement in the school. Those factor include school buildings, accommodation, classrooms, libraries, furniture, laboratories, recreational equipment, apparatus and other instructional materials.47 On the other hand, poor school buildings and overcrowded classrooms affect academic achievement negatively.48 Furthermore, school must be arrangge of the physical environment and school facilities to help the students in learning process, then the student can accept the lesson and show good achievement in the school.
b. The Class- size
Classroom has fundamental elements to make students comfortable to spent their time to study. The class room size has its own impact in facilitating or influencing activities of teaching and learning.49 The idea of class size is essential point of discussion on among scholars because the class size make the successful in learning process. Lue Elizabeth in Zenebe Lemesse says That teachers who have many students in over-crowded classroom often say that it is certainly not suitable to provide activities and group works for such classes.50 And Krueger and Whitmore says that
47Zenebe Lemesse, ”Factors that Affect Students’ Academic Achievement in Government Secondary Schools of Asella Town, Oromia National Regional State,” (Thesis, Haramaya University, Haramaya, 2015), 10.
48Ibid.
49Ibid.,12.
50Ibid.
students who attend smaller classes in the early grades tend to have higher test scores while they are enrolled in those grades than their counterparts who attend larger classes.51 Furthermore, the school can be manage the class size to make a successfull learning process and comfortable the students in accepting the lesson.
c. Instruction Facilities and Materials
Iqbal in Zenebe Lemesse argues that instructional technology plays a vital role in teaching learning process and makes it more successful, interesting and fruitful. Therefore it is imperative to arrange instructional technology in classroom to ensure effective and conducive environment for teaching learning process.52 The arrangement of classroom educational facilities and instructional spaces might be selected for learning rather than teaching. Besides, it should ensure to facilitate teacher in making an atmosphere where quality learning may be promoted audio visual aids, charts, graphs, maps, globes, radio, mock up, multimedia, computers, overhead projectors and internet are the part of classroom environment.53 However, that facilities can be used effectively to ensure favorable and conducive atmosphere and support teachers in learning process in class. Therefore, school must give facilities that can be used in learning process and have
51Ibid.
52Ibid.,13.
53Ibid.
great influence on students’ achievement of the education and enhancing students’ academic achievement.
d. Teachers Competency and Training
Goldhaber and Brewer in Zenebe Lemesse says that teacher educational levels have a positive effect on student achievement.54 And also give the affect in their knowledge and competence in teaching. One teacher is different from others, some teacher have good competency and teacher training that lead students to have enough knowledge and other do not. Although Darling Hammond in Zenebe Lemesse argues that the teacher qualification is an important indicator for their knowledge and competence in teaching.55 Thus, high competency of teacher can determine students’ competencies and it influences learning process.
e. Teachers’ Experience
Teacher experience has a significant effect on students’
performance in schools.56 Teacher experience is one indicator in teacher quality. Rice in Zenebe Lemesse argues that if teacher learning accumulates with longer years of teaching practice, experienced teachers should be more effective than novice teachers in improving students’ achievement.57 So, the number of year
54Ibid.,14.
55Ibid.,15.
56Ibid.
57Ibid.,16.
teacher experience can contribute in their quality and have positive relation in students’ achievement.
f. Teachers Attitude towards Their Jobs
Attitude is defined within the framework of social psychology as a subjective or mental preparation for action.58 Teacher must have good attitude in their life to give example to their children. Attitude in behavior, speak and in teaching, beside it attitudes towards their jobs is very important, attitude toward teacher job mean perceptions that affect how employees perform in their positions.59 Levels of job attitude are expected to be willing to work harder to achieve their goal and give the effect in student academic achievement. Furthermore teacher must have good attitude toward their job, so teacher can give the influence in learning process and give positive impact in student’s academic achievement.
g. Parent Involvement
Parents involvement is crucial factor in students learning process, because their involvement has positive impact on children academic achievement. Parental involvement may include activities like helping children in reading, encouraging them to do their homework independently, monitoring their activities inside the house and outside the four walls of their house, and providing
58Ibid.
59Ibid,17.
coaching services for improving their learning in different subjects.60 So parents must be involved the students learning process, include involvement in school based, involvement in home based and other. A good parent involvement in students’ learning process can give positive impact in their student academic achievement.
4. Previous Research Finding
Before hold this research, the researcher studied previous research as follow, the first was taken from an educational journal en titled “The Impact of Parental Involvement on Student Performance A Case Study of a South African Secondary School” written by Paul Mutodi. The purpose of this study was to ascertain how parental involvement in South African School affects the academic performance of students in mathematics.61
This study concluded that there was a significant effect between parents involvement and academic performance of students in mathematics.
The last was taken from an educational journal en titled
“Parents Involvement and Student Academic Performance A Multiple Mediational Analysis” written by David R Topor, Terry L Shelton,
60Ibid.
61 Paul Mutodi, “The Impact of Parental Involvement on Student Performance: A Case Study of a South African Secondary School,” Mediterranean Journal of Social Science, 8 (May, 2014).
Susan P Keane, and Susan D Calkins. The goal of this research was to define the correlation between parents involvement and students’
academic performance in the North Caroline University at Greensboro. They concluded that there was a significant correlation between parents involvement and students’ academic achievement.62
According to the previous researches above, the different is this research focused on parents involvement and find the correlation between parent involvement and English achievement. While Paul Mutodi defined parental involvement in South African School that affected in academic performance of students in mathematics. Then in David R Topor defined parental involvement that affected in children academic performance with multiple meditational analysis.
62 David R Topor, et, al, “Parents Involvement and Student Academic Performance: A Multiple Mediational Analysis,” J Prev Intrev Community, 3 (January, 2011)
5. Theoretical Framework
Phenomenon:
Parent involvement in students learning process is less, therefore, the students do not do homework, complete the stationary, do not have a book.
Title : The Correlation Between Parents’ Involvementand Students’English Achievement of the Tenth Grade Students At MA AL-ISLAM Joresan In Academic Year 2016/2017
Input Analysis Theoretical Background:
Parents involvement theory, English achievement theory.
Process Analysis:
Quantitative Analysis Method:
That is used to analysis the parents involvement as independent variable and students’ English achievement
as dependent variable to know the correlation between parent involvement and student English achievement
Outcome Analysis Recommendation :
Recommendation to teacher, parents and other researchers Assumes
English achievement can be achieve if parents involve in
students learning activity
Parents Involvement
English Achievement
Hypothesis
Output Analysis Conclussion and sugestion that show on research result
From the table above, the researcher looks at a phenomenon about parents involvement in students learning process is less. Therefore, students do not do homework, do not have a book, and complete the stationary.
According to that phenomenon, the researcher assumes that English achievement can be achieved if parents involve in students learning activity. After that the researcher make a title the correlation between parents involvement and students’ English achievement of the tenth grade students at MA AL-ISLAM Joresan in academic year 2016/2017.
Then, the researcher conducts the research using several theoris such parents involvement theory and English achievement theory. After that, quantitative correlative applied in analysis that correlative study.
They are two variables parents involvement as independent variable and students’ English achievement as dependent variable. Validity and realiability are used to measure the variables. Afterward, the researcher take a conclussion and gives suggestion that show on research result and recommendation to teacher, parents and other researcher.
6. Hypothesis
There is correlation between parents involvement and students’ English Achievement of the tenth grade students at MA AL- ISLAM Joresan in Academic Year 2016/2017.
CHAPTER III
RESEARCH METHODOLOGY
This chapter serves research methodology that used in this study. The existence of research methodology has a good of guiding in the research in order to work systematically. The research methodology covers a set of research activities concluded by researcher. It involves research design, population and sample, data collection instrument, technique of data collection, technique of data analysis.
A. Research Design
This research applied a quantitative approach. This research is scientific research; it mean that the research is based on science sign that is rational, empiric, systematic.63 Quantitative approach provides the result in the form of description which uses statistic number.
This research applied a correlative research. Correlation research purposed to look for relationship between two variables or more. The purpose of this research is to know the correlation between parents involvement and students English achievement. Correlation research gathers data from individuals on two or more variables and then seeks to determine if the variables are related (correlated). Correlation means the extent to which two variables vary directly (positive correlation) or inversely (negative
63Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta, 2007), 1.
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