This research related to the same theme that is about parents’ involvement in English learning as the same case of Hesty’s and Krisna’s research. What makes this research different with both of that research are the objective of the research and the subject. The objectives of this research is to find out whether the parents’ involvement in English learning have positive and significance influence to their children English achievement at the third year of SD Al Azhar Syifa Budi Solo. The previous researchers take students’ parents of SMP 1 Christian Salatiga and SD Christian Salatiga as the subject of research, while the subject of this research is students at the third year of SD Al Azhar Syifa Budi Solo.
The second involvement appears from the data collection is decision-making. The result shows that the entire parents do decision making for their child’s education, especially English. However, they have different decision. For instance, due to the low competence of the parents in English, parents in this study tend to bring their child to the course rather than teaching by themselves. It is indicated that nine parents send their children to the general course, seven parents send their child into the general course and the rest prefers to send the child into the private course. Parents in this study sent their child into the general course since their children were keen to do that. Their children want to take course with their friends, so their parents agree with their children’s willing. Yet, a couple of parents who brings th eir child into the private course think wider. They emphasize that by letting their child study with the private teacher; their child would get easily to understand the material. This occurs since the teacher will only focus on one student. Furthermore, parents’ involvement is not merely about the action that the father and mother did. Collaborating with the community is also one of the involvements that appears from the findings. Based on the result of this study, it is found that three out of eleven parents involve their older children to help their young child. It agrees with Flecha (2012) who says that community also includes the family member.
Secondly, the research that had done by Pomerantz, Moorman and Litwack with the title “The How, Whom and Why Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better ” . The researchers aim to show that the factors beyond the extent of parents' involvement may be of import. In this article, the case study is made to know about the consideration of the how, whom, and why of parents' involvement in children's academic live is critical to maximizing its benefits. Evidence is reviewed indicating that how parents become involved determines in large part the success of their involvement. It is argued as well that parents' involvement may matter more for some children than for others. Finally, the issue of why parents should become involved is also considered as a significant influence to children’s academic live . 44
Dealing with the home-school relationship, Paradis et al. (2009, p. 8-9) suggest some strategies that can be developed in engaging family and community into children meaningful learning. Here are three appropriate for the context of this research. Firstly, school or teachers may organize parents/community and school meetings and gathering. Through this activity, in one hand teachers can inform English learning program at a school in which children are engaged in. On the other hand, parents can share any problems that may be encountered at home. Parents may openly give suggestions or ideas towards English learning deals with children favors at home so that teachers/schools may integrate some themes related to children interests. Secondly, use informal notes and phone calls to share information or to express appreciation towards children achievement, or vice versa, towards teachers’ dedication. Thirdly, school posts updated information on bulletin boards or school web. The information may contain school program in this context, English and special events on English activities. Here, the school may also display children’s works as well as photographs in variety classroom activities.
This study is aimed at describing the parents‟ involvement in English learning achievement, which focuses on one main issue: Is there any significant correlation between parents‟ involvement and students‟ achievement in English learning.
Many researchers have presented about the need of parental involvement in children’s learning which is positively related to achievement. The more parentsinvolvement in children’s learning especially in reading, the more beneficial are the achievement effects. Also, Programs which involve parents in reading with their children, supporting their work on homework assignments, or tutoring them using materials and instructions provided by teachers, show particularly impressive results. Although, there are some obstacles faced by parents in getting involved in their children’s reading activity, they will be able to solve by applying some ideas which are suggested. The research also show that the earlier in a child’s educational process parent involvement begins, the more powerful the effects will be. Early childhood education programs with strong parent involvement components have amply demonstrated the effectiveness of this approach.
sumbangan dalam menjelaskan dinamika peran keterlibatan siswa (School engagement) dengan parentsinvolvement, yang mengacu pada penelitian Grollnick pada variable parentsinvolvement. Pada penelitiannya mengenai Students Outcomes dan Self-regulation, didapat bahwa Basic needs Satisfaction yang berbasis pada Self-determination theory merupakan jembatan bagi parent ’s involvement dengan komponen-komponen pada School Engagement. Dari permasalahan mengenai teori dan sampel yang sudah ada inilah peneliti tertarik untuk mencari peran antara parent’s involvement dengan Basic needs Satisfaction lebih lanjut.
The school-family-based partnership in education is for the sake to ensure the fulfillment of childrens' rights at school and at home. It is deal with the belief that a two- way partnership between schools and families fosters higher enrolment and engagement in education for the best interest of the children. It does not decrease the role of the school committee, but it is designed to empower and strengthening the role of the school committee in supporting and controlling the school policies. An intervention model proposed to build parentsinvolvement in developing child friendly education is in the form of: 1) building partnership of three parties, by conducting regular meeting of three parties at the beginning of school session, at the end of semester, at the end of school session, parenting, and informal meeting, and 2) School-Student-Parents Forum (P2SF) book, as an alternative intervention model to bridge the communication among them. This model is the development of the existing model already implemented in two schools (SD Negeri Secang I and SMP Negeri 2 Tempuran), particularly focuses on the contents and the approaches.
The significance of parenting behaviours requires an understanding of the broader context within which parenting occurs. Key findings of the present study within this broader perspective include the perception among Irish parents of increased pressures on the parenting role and difficulties balancing family and work commitments. Findings clearly point to the dominance of an authoritative style of parenting among parents in Ireland. Consistent with recent theoretical developments in parenting, the significance of child characteristics in influencing parenting behaviours is also evident. Three discrete categories of parental discipline responses emerged among Irish parents: non-aggressive discipline strategies, psychologically aggressive discipline strategies and physical punishment. In keeping with findings in recent UK studies, non-aggressive inductive discipline strategies were used most frequently by the majority of parents. Such findings are worth noting in light of the positive associations highlighted between such inductive discipline strategies and children’s ability to internalise moral and social values. The relatively infrequent use of psychologically aggressive strategies also compares favourably with reported incidence in similar UK studies. Parental use of physical punishment according to self-reports of Irish parents was low (25%) when compared with similar reports in Scotland (51%) and England (58%). Child age effects were also evident with regard to the use of physical punishment. Specifically, children aged between 2 and 9 years were more likely to experience physical punishment, a finding which is reflected in previous research findings in the UK and Canada, where parental use of physical punishment is most common among children of toddler and pre-school age. Although a wide range of family and individual characteristics has been associated with the use of physical punishment in prior studies, few significant effects of these characteristics, other than child age, emerged in the present study. Trends in parental use of discipline strategies over time and across generations indicate a shift way from coercive power-assertive discipline responses. A key message from this study, therefore, in keeping with studies abroad, is that while experiencing physical punishment as a child can have a significant impact on the use of discipline strategies as an adult, the cycle of transmission across generations can be changed.
Some parents have been realized of their role so that they do not straightly blame the schools for the lack of educational processes. Parents in this type argue that the lack of education is also caused by them who have not run their role maximally. So, how about the parents who have not been aware with their role? There are many parents who assume that school as same as a restaurant. All things they ordered are all things they would get without doing any efforts. For this reason, schools have a job to make the parents aware of their roles. The schools can do that by holding a dialogue with parents, explaining the goal of children’s education expe cted by parents, and periodically, schools with parents and others communities such as government evaluate the development of students and find out the solution.
Parents’ role as the teachers in family is a basic of the peacefulness of life. Even, based on Islam perspective, family is not only taking part as the smallest environment but also taking part into the bigger environment or community in wide meaning. Children are valuable assets as generation successors. In the hands of these children the existence or extinction of a nation in 30 – 50 years will be decided. Adhim (2008) draws his dream in the phrase “ 50 tahun yang akan datang anak-anak kita...(next 50 years our children… ) ” It is clear that educating our children is important to prepare the next generations.
Oleh karena itu, wanita single parents seringkali terlihat lebih keras dalam mengasuh anak-anaknya. Proses kehidupan yang keras menjadikan pola pikir dan perilaku seperti itu. Pada titik tertentu, seringkali dihadapi kondisi “lelah” dan membutuhkan ruang untuk bernapas. Kodrat sebagai wanita memang tidak bisa dipisahkan. Kehilangan waktu bersama anak untuk bekerja merupakan salah satu dilematika yang dihadapi. Belum lagi kondisi psikologis sebagai akibat dari proses yang mendasari seorang wanita mendapat pilihan menjadi single parents. Perasaan yang meliputi rasa sedih atas kehilangan atau karena sakit hati. Single parents sesungguhnya hanya manusia bisa, yang rentan untuk mengalami sebuat depresi.
The purpose of this study was to examine the effect of variable marketing tactics , school image , and satisfaction to parents loyalty of Al-Firdaus kindergarten Surakarta. The sample of this research was 200 respondens with questionnaire as a collecting data technique. Sampling method of this study used non probability sampling namely, purposive sampling. The criteria of that method was parents who had more than one children that studied in Al-Firdaus kindergarten. After completing the data, SEM AMOS was applied to test the hypotheses that have been formulated.
Adanya father involvement memberikan banyak pengaruh positif bagi perkembangan anak dan ketiadaan father involvement membawa pengaruh negatif. Pengaruh positif adanya father involvement baik secara kognitif, emosi maupun sosial yaitu anak menunjukkan prestasi akademik yang lebih baik di sekolah (William, 1997 dalam Allen & Daly, 2007). Anak yang memiliki involved fathers lebih jarang mengalami distress secara emosional dan dalam hal sosial, interaksi tatap muka antara anak dan ayah mungkin memberikan kesempatan pada anak untuk belajar keterampilan sosial yang penting dalam membina hubungan dengan teman sebaya. ( Parke & O’Neil, 1997 dalam Cabrera & Tamis-LeMonda, 2002). Sebaliknya efek negatif dari ketiadaan father involvement yaitu menjadi terlalu dependen dan memiliki kesulitan berkonsentrasi (Mott, 1994 dalam Cabrera & Tamis- LeMonda, 2002).
Brown, V., Stuart, J., Fondacaro, M., Miller, S. A., Brank. (2008). Procedural justice in family conflict resolution and deviant peer group involvement among adolesents: The mediating influence of peer conflict. Journal of Youth Adolescence. 37: 674-684.
Lodahl dan Kejner (1965, dalam Kanungo, 1982) mendefinisikan keterlibatan kerja (job involvement) sebagai suatu kondisi yang menggambarkan sejauh mana seseorang mengidentifikasikan dirinya secara psikologis terhadap pekerjaan, atau sejauh mana pentingnya pekerjaan bagi keseluruhan citra dirinya, dan sejauh mana tampilan kerja memengaruhi harga dirinya. Job involvement terdiri dari empat dimensi yakni dimensi response to work, expression of being job involved, sense of duty,dan feeling about unfinished work and absenteeism.(Lodahl & Kejner, 1965, dalam Govender 2010). Job involvement merupakan aspek penting yang dapat memengaruhi usaha (effort) karyawan dalam memunculkan performa kerja yang optimal.