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PERPUSTAKAft,N UTAMA !>'f!J6,j?,!5i:.f; UIN SY.A.HID JAKARTA
PARENTS' INVOLVEMENT AND ITS INFLUENCE
ON STUDENT ENGLISH ACHIEVEMENT
(A Correlation Study at MTsN Tangerang II Pamulang)
A "Skripsi'
Presented to Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of
the Requirements for the Degree of Strata- I (S-1)
By:
Fitriah AB 104014000364
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ENGLISH EDUCATION DEPARTMENT
FA CUL TY OFT ARBIY AH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
,-----,--.~-~~----·-·--,-··~·-
' i I PERPUST1\L'.;\/',N UT,\~,':/\ J I UIN SYAHi[: Jf\i<!S<T/l, I -------------
PARENTS' INVOLVEMENT AND ITS INFLUENCE
ON STUDENT ENGLISH ACHIEVEMENT
(A Correlation Study at MTsN Tangerang II Pamulang)
A "Skripsi'
Presented to Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of
the Requirements for the Degree of Strata- 1 (S-1)
Approved by:
Drs. Nasrun _Mahmud, M.Pd.
NIP. 150 041 070
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The 'Skripsi' titled: "PARENTS' INVOLVEMENT AND ITS INFLUENCE ON
STUDENT ENGLISH ACHIEVEMENT", written by Fitriah AB, student's
registration mnnber 104014000364 was examined at examination session of the
Faculty of Tarbiyah and Teachers' Training, "Syarif Hidayatullah" State Islamic
University Jakarta on 3rd of March 2009. The 'Skripsi' has been accepted and
declared to have fulfilled one of the requirements for the degree of S.Pd.
(Bachelor Arts) in English Education in the Department of English Education.
Examination Committee
The Head of Committee,
Drs. Syauki, M.Pd. NIP. 150 246 289
The Secretary of Committee,
Neneng Sunengsih, S.Pd. NIP. 150 293 236
The Examiner I,
Drs. Sunardi Kartowisastro, Dipl.Ed NIP. 150 022 779
The Examiner II,
Drs. Nasifuddin Djalil, M.Ag NIP. 150 244 682
Acknowledged by
Jakarta, March 3, 2009
8/J~J ....... ).~.:'.:[-··'··········
Dean ofTarbiya and Teachers' Training Faculty
'~ I
"-"-'~""'-'-'-"'-"""""'e'-"R-"o'"'s"-"ada, M.A.
SURATPERNYATAANILMIAH
Yang bertanda tangan dibawah ini:
Nama : Fitriah AB
Tempat, Tanggal Lahir : Pusaran (Riau), 16 Juni 1986
NIM : 104014000364
Jurusan
Alam at
: Pendidikan Bahasa Inggris
: Desa Pusaran 6 Ke!. Pusaran Kee. Enok Kab. Indragiri
Hilir Riau 29272
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi dengan judul "Parents' Involvement and Its Influence on
Student English Achievement" adalah benar basil karya sendiri di bawah
bimbingan dosen:
Drs. Nasmn Mahmud, M.Pd. NIP. 150 041 070
Demikian surat pemyataan ini saya buat dengan sesungguhnya dan saya siap
menerima konsekuensi secara akademis apabila temyata skripsi ini bukan basil
karya saya sendiri.
Jakarta, 20 Februari 2009
ABSTRACT
AB, Fitriah, Parents' Involvement and Its Influence on Student English Achievement, 2009.
Key word: English achievement, Parents, Parents' Involvement
Education takes place not only in school but also at home. Parents are the first educators who provide educational milieu for their children. The children also acquire their first language from them. Parent~ can provide environmental Input for gaining their children's language - first language, second language or foreign language. When the children learn new language, paren1$ can advocate, motivate, show their interest in the language, be model to master it, or join in fun together with their children in learning the language.
The aims of the research are to know the influence of parents' involvement on student English achievement in Madrasah Tsanawiyah Negeri Tangerang II Pamulang.
In doing the research, the writer applies the correlation technique to know the influence parent's' involvement on student English achievement. In this quantitative research, data are collected by using questionnaire, documentation, interview and observation.
After doing the research, the writer finds that the influence of parents' involvement is adequate on second grade students of Madrasah Tsanawiyah Negeri Tangerang II Pamulang English achievement. It is showed by the result of the research (0,402). It belongs to medium correlation. It means that their parents' involvement as the motivator, as the advocate in economy, as the monitor, and as the model is sufficient to support the students' English achievement.
After getting the result of the research, the writer can conclude that parents' involvement as motivator, as advocate in economy, as monitor, and as model is adequate to support the students' English achievement. Based on the result of the research, the writer gives suggestions, as follows (1) Parents should improve their engagement in their children's academic, because it can support the children's academic success, (2) Parents should realize that they are first educators who provides educational milieu for their children, (3) Teachers have to be aware giving an assignment to students in order to increase their parents' involvement especially as motivator, as advocate in economy, as monitor and as model, and (4) School should organize a meeting program with parents to discuss about the students' development in learning.
ABSTRAK
AB, Fitriah, Keterlibatan Orang Tua dan Pengaruhnya terhadap Prestasi Be/ajar Bahasa Jnggris Siswa, 2009.
Kata kunci: Prestasi Belajar Bahasa Inggris, Keterlibatan Orang Tua
Penclidikan tidak hanya terjadi di sekolah tetapi juga terjacli di rumah Orang tua sebagai pendidik pertama yang menciptakan lingkungan pendidikan bagi anak mereka. Anakjuga mendapatkan bahasa pertama dari orang tua mereka. Orang tua menyediakan input kebahasaan untuk meningkatkan kemrunpuan berbahasa mereka. Saat seorang anak mempelajarl bahasa yang baru, orang tua dapat mendukung, memotivasi, menunjukkan minat mereka terhadap bahasa, menjadi contoh dan teladan, atau bersama-sama dengan anak mereka mempelajari bahasa baru tersebut.
Tujuan penelitian ini adalah untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa di Madrasah Tsanawiyah Negeri Tangerang II Pamulang.
Dalam melakukan penelitian, teknik korelasi digunakan untuk mengetahui pengaruh peran orang tua terhadap prestasi belajar bahasa Inggris siswa. Data yang dikumpulkan untuk penelitian kuantitatif ini di peroleh dengan menggunakan kuesioner, dokumentasi, wawancara, dan observasi.
Pengaruh orang tua terhadap prestasi belajar bahasa Inggris siswa kelas dua Madrasah Tsanawiyah Negeri Tangerang II Pamulang cukup memadai. Ini ditunjukkan dengan basil penelitian yaitu 0,402. Hasil ini termasuk dalam tingkat korelasi yang cukup atau sedang. Ini membuktikan bal1wa peran orang tua sebagai pemberi motivasi, pendukung secara finansial, pemantau belajar, dan sebagai contoh dalam belajar bahasa Inggris cukup memadai untuk mendukung prestasi belajar bahasa Inggris siswa.
Setelah mendapatkan basil penelitian, penulis dapat menyimpulkan bahwa peran orang tua sebagai pemberi motivasi, pendukung secara finansial, pemantau belajar, dan sebagai contoh dalam belajar bahasa Inggris cukup memadai untuk mendukung prestasi belajar bahasa Inggris siswa. Berdasarkan hasil penelitian tersebut, ada beberapa saran yaitu (I) Orang tua hams memperbaiki keterlibatan mereka dalam penclidikan anak mereka, karena ini dapat mendukung keberhasilan anak dalam pendidikan, (2) Orang tua harus menyadari bahwa mereka adalah pendidik pertama yang menciptakan lingkungan pendidikan bagi anak, (3) Guru harus menyadari untuk membcri tugas kcpada siswa yang mcningkatkan keterlibatan orang tua, dan (4) Sekolah harus mcrancang pertemuan dengan orang tua untuk membicarakan tentang perkembangan belajar anak mereka.
ACKNOWLEDGMENT
9n the name of 7-f.ffa{,, the 13eneficenl the 'Merci{uf
All praise be to Allah, Lord of the worlds. Because of His blessing, the
writer is able to con1plete this • Skripsi'. Pea.ee and blessing be upon Prophet
Muhammad, his family, his relatives, and his followers.
This 'Skripsi' is presented to the English Education Department, the
Faculty of Tarbiyah and Teachers' Training in State Islamic University Jakarta as
a partial fulfillment of the requirements of the Degree of Strata- I (S-1 ).
This skripsi can be finished because of her beloved parents, Abbas Sas and
Sa'idall, who have been getting involved in the writer's life especially in
education, and also her sisters, Nur'aini and Raudhatul Jannall for their support.
Many people help to do this skripsi. Without their help, it is hard to finish
it. In this opportunity, the writer would like to give her sincere gratitude,
especially to Drs. Nasrun Mallmud, M.Pd., as the advisor who has given his time
and guidance for the writer and has forced to finish this 'Skripsi', to all her
lecturers who have given their knowledge, to Drs. M. Syauki, M.Pd. as the head
of English Department, to Neneng Sunengsih S.Pd. as secretary of English
Department. Then, her gratitude also goes to Prof. Dr. H. Dede Rosyada, M.A., as
the Dean of Tarbiyall and Teachers' Training Faculty, and to MTsN Tangerang II
Pamulang, where the research has been done.
The writer would also like to refer her gratitude for all of her classmates
(2004), either class A, B, or C, especially for Tri Wahyuni Martiawati, Dawi
Anjani, Asep Mutaqin Abror, Siti Mariam, Irwan Kurniawan, and Alber Oki, for
her roommates, Mia Ma'rifatul Aini, Yayall Kudsival1. Rahil AnriliHn A<i,. r ~a;
have given, for her uncles and aunts who always force and give attention to finish
the 'Skripsi', and for the best friend, Humaidi, Mar Zannah and Siti Subaidah for
giving more spirit to finish the 'Skripsi'.
Finally, the writer realizes that 'Skripsi' is not perfect yet; it is a pleasure
for her to receive criticism and suggestions from the readers especially teachers
and parents to improve this 'Skripsi' to be better. The writer also hopes the
'Skripsi' can be useful for the teachers, parents, and people who are interested in
English education.
Jakarta, February 20'h 2009
The writer
TABLE OF CONTENTS
ABSTRACT ..••.•.....•.•...••....•.•............................................................................. v
ABSTRAK •.•..•........•..•.••.......•..•..•.......•.............................•..•..•..•.•.....•..•..•..•...•.. vi
ACKNOWLEDGEMENT ......•..................................................................•....•. vii
TABLE OF CONTENTS .•.••.•...•.•.••.•..•..•.•....•....................•..•..•.•..•.....•.•.••..•.••.• ix
LIST OF TABLES ..•.....................•..•................................................................ xi
LIST OF FIGURES .•..•..•.••....•....•..•....•............•..................•.......•..•.•..•....••.•..•.. xii
CHAPTER I : INTRODUCTION ............................................................... 1
A. Background of the Study ......................................................................... 1
B. Limitation and Formulation of the Problem ........................................... 5
C. Significance of the Study ........................................................................ 5
D. Organization the Skripsi .......................................................................... 6
CHAPTER II : THEORETICAL FRAMEWORK ......•........•..•.....•..........•. 7
A. English Achievement .............................................................................. 7
1. Achievement ..................................................................................... 7
2. Achievement Test ............................................................................. 10
3. Factors Affecting the Achievement .................................................. 11
B. Parents' Roles in Students Education ..................................................... 16
I. Parents' Involvement in Education .................................................. 17
2. Parents' Involvement in Teaching and Learning English as Foreign
Language........................................................................................... 19
C. Conceptual Frame ................................................................................... 25
D. The Hypothesis ....................................................................................... 26
CHAPTER III : MADRASAH TSAN A WIY AH NEGERI II PAMULANG
PROFILE ............................................................................. 27
A. School Identity ........................................................................................ 27
l.l. Brief I lislory ........................................................................................... 27
D. Facilities .................................................................................................. 29
E. Structure of Organization ................................................................. ~ ...... 31
F. Teachers, Staff and Students ................................................................... 32
CHAPTER III : RESEARCH METHODOLOGY AND FINDING ........... 35
A. Research Methodology ........................................................................... 35
I. Objective of the Research ................................................................. 35
2. Time and Location ............................................................................ 35
3. Method of the Research .................................................................... 36
4. Population and Sample ...................................................................... 36
5. Technique of Collecting the Data ..................................................... 37
6. Techniques of Data Analysis ............................................................ 39
B. Research Finding ..................................................................................... 40
1. Data Description ............................................................................... 40
2. Data Analysis .................................................................................... 45
3. Test of Hypothesis and Interpretation of Data Analysis ................... 48
CHAPTER IV : CONCLUSION AND SUGGESTION ............................... 51
A. Conclusion .............................................................................................. 51
B. Suggestion ............................................................................................... 52
BIBLIOGRAPHY .....•••..•.•..•..•..•.....•.•..•..........•..........•..........•.•..........•..•..•....•..• 53
APPENDICES ...............•................................................................................... 56
LIST OFT ABLES
Table 1 Facilities in MTsN Tangerang II Pamulang ...................................... 30
Table 2 Teachers' Condition in MTsN Tangerang II Pamulang .................... 32
Table 3 Staffs' Condition in MTsN Tangerang II Pamulang ......................... 33
Table 4 Students' Development ..................................................................... 34
Table 5 The Distribution of Students ............................................................. 37
Table 6 Indicator of Parents' Involvement.. ................................................... 38
Table 7 Score of Questionnaire Answer ........................................................ 39
Table 8 Questionnaire Result about Parents' Involvement ............................ 40
Table 9 Students' English Achievement.. ...................................................... 43
Table 10 The Correlation between Parents' Involvement and Students'
English Achievement ................................................................. , ...... 45
Table 11 Interpretation of Product Moment Value .......................................... 48
LIST OF FIGURES
Figure 1 Initial Brainstorming on Motivation ................................................. 14
Figure 2 The Socio-educational Model ........................................................... 20
Figure 3 Structure of Organization .................................................................. 31
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a means we use to communicate with each other. It helps
people to learn about and share the experiences of others. It is also used as a
medium to apply all of the knowledge that people have gained from one moment
to the next. With the aid of language, people are able to learn culture and then
enter the life of the society. Without language they would be able to deal with our
environment only in a very limited way.
Language learning is important for human's social development. As a
language which is used by more than a half of population in the world, English
holds the key as an international language. English is a tool of communication
among peoples of the world to get trade, social-cultural, science, and technology
goals. Moreover, English competence is important in career development.
Therefore students need lo understand and use English to improve their
confidence to face global competition.
2
Many factors affect the student's English achievement. Intelligence is not
the only determinant of academic achievement. The other factors such as
motivation, teacher, learning style, environment, and parents' involvement can
influence the achievement.
Environment is an educational component, which has big influence on
instructional process and instructional product1• It is a place where students live
and interact to each other in social life. It gives environmental input for gaining
the students language -first language, second language or foreign language.
As a unit of society, family is the primary social system for children,
because parents are the children's first teachers who become most influential
teachers. They naturally become teachers for their children. Lester D. Crow and
Alice Crow said2, "The child in the home is the recipient of whatever constructive
or destructive influences may result from the interrelations of his home with the
social order into which he or she has been born". Many things children learn first
from his parentc, Children spontaneously imitate their parents' language. In this
way they acquire their first language.
After acquiring the first language, children learn second language and
foreign language at home or outside. In Indonesia, Indonesian language is as
second language and English is considered the first foreign language. They are
taught as a timetabled subject in school.
Since Indonesia is as a non-English environment, many people cannot
speak English. Children can speak it outside of school only in limited way. It can
limit the students' input to gain their English skills and their competences.
In TEFL (Teaching English as Foreign Language) parents can help
teacher. Parents can advocate their children in learning a new language, can be a
1 Madyo Ekosusilo and R. B. Kasihadi, Dasar-dasar Pendidikan, (Jakarta: Rineka Cipta, 1992) p.51
1 Lester D. Crow and Alice Crow, Introduction to Educalion (Funda1nental Principles , .. ~-IJ~ .. _J ___ n .. > ,..., •
3
model for their children for mastering of the language, can join in the fun and can
learn with their children to learn the language, or can show their interest in their
children's language lessons and their development.
Related to English language proficiency, Sri Astuti 3 explained that it is
not enough to preach to children to like their language lessons at school. Parents
have to display their interest in their children's language lessons and their
development. If their children are learning a new language, parents can join in the
fun and learn with him or her. Parents can also be a model for their children to be
a master of a language. No one would be more ideal for this role of setting the
standard for the type and sophistication level of the learned language than
children's own parents. If parents want their children to be able to speak English
well, parents should speak correct English themselves because a child can be a
very adept imitator of it surroundings. Parents can inspire their children sense of
love and respect toward a language by showing the language plays an important
part in their life or applying it in their environment. They can immerse themselves
and their environment with things such as reading a book and watching a movie
that use language at its best. Good books, high quality movies or TV programs,
engaging and relevant conversation, bed-time stories, songs and poetry sung to
both entertain and educate children are some of the things that parents can provide
for their children to develop this love and respect for the role of language. More
importantly, parents need to show that they are fond of these things. 4
When parents do aforementioned things, it serves more than just as an
inspiration of love for language, but also as a stimulus for their children's
language development. In order for children to be proficient in any language, they
have to be immersed with the language as much as possible, from as early an age
3 Sri Astuti., "Language Proficiency Starts at Home," Jakarta Post, 27 Jan. 2008. p.29, col. I
4 Q .. j A,,.f>.~: HI---··--- n __ ,.. •
4
as possible. It is necessary for them to be spoken to, sung to, read to, for them to
be given as much interesting, meaningful and relevant input as possible. 5
In addition they can support their children in learning new language by
giving informal English language instruction such as English language course,
private course, or other institution. Sending their children to informal English
language instruction, parents have expectation that their children get English skills
and competences. Attending informal institution, children can improve their
language skills and can develop their ability. Many informal institutions offer
various program to learn new language for their students from basic to advanced
level. However, it is not enough because the children also need their parents to
help their education.
Parents need to be involved in their children's education not only during
early childhood, but also throughout the school years. Parents are also essential in
supporting learning at home, at school, and in the community. According to
Evaries Rosita's opinion6, "It is important for parents to know that education takes
place not only in school but also at home."
Educational responsibility is on parents. Nowadays parents have
misinterpretation about education Parent's responsibility to educate their children
is mostly taken by formal and non-formal educational institution or it may be
taken all. It makes parent's control weaken and schools lessen parent's authority
on their children. Most of them thought their responsibility has been given to the
school. They do not realize that education takes place at home, in school, and in
the community. Moreover, Evaries Rosita wrote:
Parents' role in their children academic success cannot be underestimated. Parental help should be seen as a powerful force that can assist children in knowing and then developing their potential. Lamentably, parental involvement in the education of children seems not to he considered a top priority. This is especially true when parents are engaged in their everyday business. Being preoccupied with daily routine,
5 Sri Astuti.. "Language Proficiency Starts at Horne," .... p.29, col. J
" -
5
parents often don't have sufficient time to spend on regularly monitoring their children's academic achievement.
Based on the above background, the writer is eager to hold a research
under the title "PARENTS' INVOLVEMENT AND ITS INFLUENCE ON
STUDENT ENGLISH ACHIEVEMENT (A Correlation Study at Madrasah
Tsanawiyah Negeri Tangcrang II Pamulang)".
B. Limitation and Formulation of the Problem
To avoid misunderstanding and to clarify the problems, it is important to
set some limitation of the problems. The research is focused on parents'
involvement in learning English as motivator, advocate in economy, monitor, and
model. The writer will also limit this problem of the discussion on the student
English achievement in the odd semester in second grade of Madrasah
Tsanawiyah Negeri Tangerang II Pamulang.
The formulation of the problem in this writing is "Is (there) the influence
of parents' involvement on student English achievement?"
C. Significance of the Study
The result of this research is expected to be an input for parents and
teachers in gaining parents' involvement on student English achievement. Parents
and teachers should know that there are some factors affecting the achievement.
One of the factors is environment condition. Parents can provide a learning
condition to support their children's in learning English. The writer hopes this will
be useful for them who are interested in parents' involvement and the research
6
D. Organization the Skripsi
This skripsi consists of five chapters and each chapter has some sub
chapters, as follows:
The first chapter is introduction, which consists of four parts: background
of the study, limitation and formulation of the problem, significance of the study,
and organization of the 'skripsi'.
The second chapter will be focused on the discussion of theoretical
framework. It is divided into four parts: English achievement, parents' role on
students education, conceptual frame and hypothesis.
The third chapter is encompassed about Madrasah Tsanawiyah Negeri
Tangerang II Pamulang profile.
The fourth chapter is research methodology and research finding. Research
methodology discusses objective of the research, time and location, method of the
research, population and sample, technique of collecting the data and technique of
data analysis. Research finding explains about data description, data analysis, and
test of hypothesis and interpretation of data analysis.
The last chapter consists of two parts: conclusion and suggestion. The
conclusion here is taken from the evaluation above in chapter four and the
suggestion based on the result ofresearch.
p.2
CHAPTER II
THEORETICAL FRAMEWORK
A. English Achievement
1. Achievement
In general, achievement means all things that people obtain from
his/her effort. But in education, achievement means the result of tests
designed to determine a student's mastery of a given academic area. 1
Achievement is what a person has already learned. It means
achievement is the child's past learning - that is, his accumulated
knowledge in a particular field. 2
In dictionary of education3, achievement 1s defined as
accomplishment or proficiency of performance in a given skill or body of
1 Julian C. Stanley, Mea.niremenl in foday"s Schools, (New Jersey: Practice Hall, 1964),
2 Louis J. Kannel, Tesling in Our Schools, (New York: The Macmillan, 1966), p.38
p.44
8
knowledge, while academic achievement is knowledge attained or skills
developed in the school subject, usually designated by test scores or by
marks assigned by teachers, or by both.
The other definition of learning achievement is the extent to which
a person has achieved something acquired certain information or mastered
certain skills, usually as a result of specific instruction. 4
Another idea about learning achievement is expressed by Jum C.
Nunnally. Learning achievement is how much students a count of lessons
that students have learned up to a particul!u· point in time.5 It means that
achievement is an amount of lessons that the students have got through an
instructional process in the particular class for several times.
Achievement, in Theodore Huebener's opinion, is the amount that
has been learned. The achievement is also defined as the pupil's degree of
mastery of a given section of a textbook.6
Related to achievement, Asep Jihad and Abdul Haris have quoted
the definitions of the achievement from experts' opinion 7, and then they
conclude that learning achievement is "pencapaian bentuk perubahan
perilaku yang cenderung menetap dari ranah kognitif, afektif, dan
psikomotoris dari proses be/ajar yang dilakukan dalam waktu tertentu
yang sesuai dengan lujuan pengajaran (the change of the attitude in
cognitive, affective, and psychomotoric after instructional process that the
'M. Chabib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1994),
' Jum C. Nunnally, Educational Measurement and Evaluation, (New York: McGrawHill, 1964), p. 172
"Theodore Huebener, How to Teach Foreign Languages Effectively, 2"' ed., (New York: New York University Press, 1969), p.213
1 Ascp Jihad and Abdul l·laris, Eva/uasi l)en1belajaran, (Yogyakarta: Multi Pressindo, 2008). n. 14 -- 1'i
9
students have done in particular time and it based the objective of teaching
and learning activities).
In addition to definition of learning achievement, some experts
express his idea, as follows8:
I) J. Romizowski says that learning achievement is outputs from an input
process system.
2) Nana Sudjana: Learning achievement is one's ability that he has after
he got learning experience.
Furthermore Myra Pollack Sadker and David Miller Sadker
express learning achievement is student's actions that they have
disciplined minds and adhere to traditional morals and behavior. They
demonstrate their competency in academic subjects or traditional skills
through tests and writings. 9
Based on the concepts above, they can be concluded that learning
achievement is the result of student's past learning after instructional
process in harmony with the instructional objective in particular period of
time.
After explanation of definition of the achievements above, it can be
stated that English achievement is learners' ability to use the target
language (English). 10 It means the students have achieved the skill and
knowledge in using target language- English.
8 Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, ... , p. 14
9 Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society, (New York: McGraw-Hill, 2005), p. 330
'0 Geoff Brindley, Language Testing in the 1990s: the Communicative Lerwcv. ed. J.
10
According to Scott Thomburry, English achievement is what
learners have learned about target language - English, over a week, month,
term or entire course. 11
Moreover, English achievement is how much of a foreign language 12 ' (English) a student knows. Students have to struggle through a course or
a learning experience of some sort to achieve a certain amount of control
of the language.
Besides those definitions, Theodore Huebener says that English
achievement is the skills and the knowledge the pupils have acquired in
each of the various phases of the language leaming. 13
Some definitions about the English achievement, the writer takes a
conclusion that English achievement is the student's ability, skill, and
knowledge in English which they have acquired or learned in particular
time.
In education, achievement is signed by scores, which may be taken
from the average of daily scores and from final tests. Test is used to
measure the achievement. Such test is usually called achievement test.
2. Achievement Test
To measure how much of a foreign language a student knows, the
test which is used is called achievement test. The test makes reference to
the fact that students have to struggle through a course or a learning
11 Scott Thornburry, An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching, (Oxford: Macmillan, 2006), p. 3
12 Robert Lado, language Testing: The Construction and Use of Foreign language Tests, 9'" ed., (London: Longman, 1977), p. 369
11
experience of some sort to achieve a certain amount of control of the
language. 14
The main uses of achievement testing are15:
a. Progress tests - to see how students are getting on in a course;
b. End of course tests - to see how well students have learnt what the
course set out to teach them;
c. Course evaluation - to see where the course is more or less successful.
Therefore Jum C. Nunnally stated that the purpose of achievement
test is to measure progress in school up to a particular point in time16.
In teaching English, the test indicates overall language gains. In
order to determine the extent to which the learner has attained particular
course objectives, various other forms of continuous assessment may be
used, including observation, verbal feedback from the teacher or others,
teacher constructed tests, self-rating scales, learner self reports, teacher or
learner diaries, and videotaped or audiotaped san1ples of learners' work. 17
3. Factors Affecting the Achievement
There are a lot of factors that inlluence the achievement of student.
Some factors that influence the student's achievement are18:
I) Intelligence degree: this factor is dominant in affecting the result of
students' achievement.
14 Robert Lado, Language Testing: The Construction arul Use qf Foreign language
Tests,. .. , p. 369
15 Julian Edge, Essentials of English language Teaching, (London: Longman, 1999), p.123
16 Jum C. Nunnally, Educational Measurement and Evaluation, .. ., p. 169
17 llcotl" Brindley, Language '/'es ting in !he 1990s: the C'u11111111nicative Lti!!J!GCV ... .. o. 154
12
2) Motivation: this factor also has huge influence 111 affecting
students' achievement.
3) Physical conditions
4) Environment condition
a. Intelligence
Individual characteristics of learners may be directly or indirectly
related to achievement in foreign language learning. According to
Steven H. McDonough19, one of the characteristics is intelligence.
Intelligence manifests itself in terms of how an individual behaves in
his society20•
The term 'intelligence' has traditionally been used to refer to
performance on certain kinds of tests21• Intelligence, especially as
measured by verbal IQ tests, may be a strong factor when it comes to
learning which involves language analysis and rule learning,
intelligence may play a less important role in classrooms where the
instruction focuses more on communication and interaction22•
Intelligence is regarded as a potential capacity. This potential capacity is probably a function of heredity, congenital development, and growth. The growth of intelligence toward the potential capacity may be impeded by environmental stresses and strains or may be accelerated by proper stimulation. 23
19 Steven H. McDonough, Psychology in Foreign Language Teaching, (London: George Allen and Unwin,1981), p.125
20· Ja1ncs M. Sawrey and Charles W. ·rel ford, Educational l)sycho/ogy, 41h ed., (Boston:
Allyn and Bacon, 1973), p. 607
21 Palsy M. Lighlbown and Nina Spada, English Language Teaching in Its Social Context, Ed. Christopher N. Candlin and Neil Mercer, (London: Routledge, 2001), p. 31
22 Patsy M. Lightbown and Nina Spada, English Language 1'eaching in Its Social Context, ... , p. 31
13
It is important to keep in mind that intelligence is complex and that
individuals have many kinds of abilities and strengths, not all of which
are measured by traditional IQ tests. Many students whose academic
performance has been weak have experienced considerable success in
second or foreign language !earning. 24
b. Motivation
Motivation is one of the most important variables in learning. A
high degree of motivation engenders an active and aggressive attitude
with regard to educational goals. 25 Motivation is actually a cluster of
factors that energize behaviour and give it direction26•
Motivation involves the learner's reasons for attempting to acquire
the second language, but precisely what creates motivation is the crux
of the matter.27
Related to motivation in learning, Gary Chambers has described as
a figure follows:
24 Patsy M. Lightbown and Nina Spada, English language Teaching in Its Social Context, ... , p. 3 I
"James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 517-518
26 Jane Arnold (cd), Affect in language learning, (Cambridge: Cambridge University Press, 1999), p. I 3
Rolatio\P'
TEACHER
I Expectations
/blut\ Pupil·ce\ed
METHODOLOGY Groups
I I Teachar-centrod Friendship
\ FAMILY+ FRIENDS
I '
I \
Personal
\
I Scaling
Experlenco Prejud•.ce
Exam
I
Realia
Figure 1. Initial brainstonning on 'motivation' 28
14
The figure above shows that motivation may be enhanced by
various conditions. It can be from methodology, teacher, ne~ds, and
learning environment.
One factor which often affects motivation is the social dynamic or
power relationship between the languages.29 Positive attitudes and
motivation are related to success in second and foreign language
leaming. Motivation in second or foreign language learning is a
complex phenomenon which can be defined on terms of two factors:
2R Gary N. Charnbcrs, Motivating lan&ruage learners, (Clcvcdon: Multilingual Matters,
1999),p.14
29 Patsy M. Lightbown and Nina Spada, English Language Teaching in Its Social
15
learners' communicative needs and their attitudes towards the second
fi . 1 •ty30 or ore1gn anguage cornmuru .
c. Physical conditions
Physical conditions are part of all learning. Healthy five senses will
support teaching learning process. Student's health affects their
sensory-motor functioning31• Sometimes students with sight problem,
hearing problem, malnutrition, etc can influence the student's
achievement. A student has headache, fever, stomachache, or some
injury needs immediate consideration because it can disturb the
instructional process.
d. Environment condition
Environment is one of the important components of instructional
process because it can influence the students. A learner lives in a
complex learning situation that may be divided into three parts: the
social environment, the physical environment, and the cultural
environment. Parts of the social world, the physical world, and the
cultural world are selected to become stimuli to the learner32•
Educational environment is defined as the emotional, physical, and
intellectual climate that is set up by the teacher and students to
contribute to wholesome learning situation33. It has to support the
30 Patsy M. Lightbown and Nina Spada, English language Teaching in Its Social Context, ... , p.33
31 James M. Sawrey and Charles W. Telford, Educational !'.1J1cholozy, ... , p. 607
32 David Ray Stone and Elwin C. Nielsen, Educatonal P.lychology: The Development of Teachin!( Ski/l1', (New York: Harper & Row, I 982), p. I 5
16
instructional process. Educational milieus comprise of family (parent
and sibling), school and community.
As one of tripartite education34, family is primary community for
the children. Family is the first and primary educational environment
for the child. It becomes the first educational environment because the
child got his education and counseling for the first time. The family is
also as primary educational enviro1unent because the child spends
most of his time in a family.35 Additionally, the parents and siblings
can focus attention on one child and so opportw:tity for interested,
motivated, natural help is available covering considerable amounts of
time.36
Bad environment may cause stress for students. In many cases
students with bad environment may have worst achievement than
students with good environment.
B. Parents' Role in Students Education
The child is born into a family - his first socializing group and the most
basic agency of socialization in all societies. The fan1ily not only is the first group
to which he is exposed, but also is in many ways the most influential.37 One
reason for importance of the family is that it has the main responsibility for
34 This term is used by Ki Hadjar Dewantara to deal with three educational institutions ("Tripusat Pendidikan"). They are family, school, and community.
35 M. AlisufSabri, Pengantar Jlmu Pendidikan, (Jakarta: UIN Jakarta Press, 200), p. 23
36 Rolland J. Van Hattum, Developmental language Programming for the Retarded, (Boston: Allyn and Bacon, 1979), p. 51
.l? Cole s. Brcrnbcck. s~ocial f?oundations of f<:th11•111fr1n . A r 'r~H·<• __ r .. 1h.-~1 A---- - - 1•
17
socializing children in the crucial early years oflife. The family is where children
establish their first close emotional ties, learn/ acquire language, and begin to
internalize cultural norms and values.38
As the unit of the society, the home sets the pattern for social development
and adjustment to form the attitudes and behaviour habits. A child's physical,
mental, and emotional potentialities reflect the physical, mental, and emotional
characteristics of his parent. They are formed by the interaction between the child
and the parent39.
1. Parents' Involvement in Education
The term "parents' involvement" 1s used broadly in this
writing. It includes several different forms of participation in education
and with the schools. Parents get involved in their children's education
because one of their functions is giving education for their children.
The children's education is primarily a concern of the family,
not the society. Based on Republic of Indonesia law 23 of the year
2002 on Child Protection article 26:
Parents obligate and assume responsibility for:
1) nurturing, taking care, giving education, and protecting the child,
2) developing their child's ability, talent, and interest.
Then, in Republic of Indonesia law 20 of the year 2003 on
National Education System article 7:
38 Ian Robertson, Sociology, (New York: Worth Publisher.;, Inc., 1978), p. I 08
1'> Lester l). Crow and Alice Crow, lntroduclion to E.'ducation (J<'undatnental J'rincip/es
n,.,/ AJ,,,J,, •• _ D .. _,.,1 .. ,. .. 1 J''l.r •• ___ '' 1 • • ·- • -
p. 124
18
Parents' Authority and Obligation
1) Parents have authority in choosing school and get information
about their children development.
2) Parents who have learning-aged children obligate to give basis
education to their children.
Talking about parents involvement, it can be defined as a
process that the parents use all their ability to develop their children's
potency.40 Parents obligate as positive habit former for strong
foundation in informal education. With the habits, the children will
adapt and will adopt their parents.41 Then parents have important role
in developing children potency.
Parents can support their children's schooling by attending
school functions and responding to school obligations, for example:
parents-teacher conferences. They can become more involved in
helping in their children improve their schoolwork by providing
encouragement, arranging for appropriate study time and space,
modelling desired behaviour such as reading for pleasure, monitoring
homework, and actively tutoring their children at home. 42
Outside the home, parents can serve as advocates for the
school. They can volunteer to help out with school activities or work in
the classroom. Or they can take an active role in the governance and
decision making necessary for planning, developing, and providing an
education for the community's children.
40 Soemiarti Patmonodewo, Pendidikan Anak Prasekolah, (Jakarta: Rineka Cipta, 2003),
41 Ary H. Gunawan, Sosiologi Pendidikan: Sua/u Ana/isis ._)osiologi Tentang Pelbagai Prohlc111 /'endidikan, (Jakarta: Rincku Cipta, 2000), p.49
42 ,,.,_.// ....... . ·'.
o. 51
19
In this respect, parents play a crucial role as a tutor, counselor,
facilitator, and character builder at home, an advocate in school and
supporter in academic competition. These mixed roles exert
considerable influence in shaping not only children's intellectual
talents or potential, but also their psychological, social and emotional • 43 maturity.
The kinds of parents involvement are parents-teacher
conferences, homework assistance/ tutoring, establishing a daily
family routine, and home educational enrichment. While Soemiarti
Patmonodewo, who has quoted from M01Tison, said that parents'
involvements in education are44:
Task oriented - parents help their children do homework
Process oriented - parents choose proper textbook for their children
Development oriented - parents develop their children's potency
2. Parents' Involvement in Teaching and Leaming English as
Foreign Language
Children acquire a large percentage of their language from their
parents. The home environment is the dominant factor in shaping early
language development for most children and then for fulfilling this role
the home provides a natural setting 45• The type of language a child is
exposed to in the home domain is a critical factor in determining that
child's proficiency in the language.
43 Evarics Rosita, "Parents' role in lighting a fire", .!akarla Post, 3 Jun. 2007, p.23,col. I
44 Soemiarti Patmonodewo, Pendidikan Anak Praseko/ah, ... , p. 125
·" f{ollan<l J. Van J-lattun1, Develo11mental language PrograrnmingjOr 1he Retarded, ... ,
20
According to Milner's opinion which has been quoted by Gary
N. Chambers46, there is a model of attitudinal influence to which three
processes contribute:
a) Direct tuition from parents
b) Indirect tuition, i.e. the attitudes of the parents are implicit in their
behaviour
c) Role-learning, 1.e. the behaviour of the children reflects the
behaviour of those around them.
Moreover, Milner 47 stated that:
Within the context of foreign language learning, the success of these three processes may depend largely on: (1) positive attitudes of parents to learning in general and language learning in particular; (2) the level of parent's foreign language competence; and (3) their willingness to demonstrate this competence not only when helping with homework but also when in the company of native speakers of the target lan5uage.
Sodoc11lt11rnl 111iHcu
lndh•idtrnl differences
Affective /.,
r factors
'-----'
Learning ncquisition n>lllCXI,<
Language learning om-COIJH.'S
linguistk
Figure 2. The socio-educational modeJ48
46 Gary N. Chambers, Motivating Language Learners, ... , p. 82
ii? Gary N. Chambers, Motivating Language Learners, .. ., p. 83
48 Q,,,,_,...., T'\ 11.A~~f··•·--- r __ -'' •I ' ..,..,..,.
col. I
21
Four major parts of the model are shown: the socio-cultural
milieu, individual differences, language acquisition contexts, and
language learning outcomes. According to Gardner and Macintyre, the
socio-cultural milieu plays a role in influencing both cognitive
(intelligence, language aptitude, and language learning strategies) and
affective (attitudes, motivation, language anxiety, and self-confidence)
individual differences among language learners. 49
The attraction of this model is the central role played by
motivation and the social dimension. The language learners, their
families, and friends may have a view of the target language
community based on considerable experience of living with or close to
that community.
The potential influence a parent's view may have on the attitude
which the pupil brings to the foreign language lesson. Parents' roles on
teaching and learning English as foreign language50:
a. as motivator
Family, ethnic, religious, cultural, and sub-cultural motivational
influences arc all intertwined. Prevailing climates of opinion and the
levels of expectancy displayed in the home can do much to nurture and
sustain high educational achievement. 51
49 Peter f). Maclntyrc1 Individual f)ijferences and lnstrucJed Lan,t,rt1a~e Learning, ... ,p. 47
50 Sri Astuti., "Language proficiency starts at home," Jakarta Post, 27 Jan. 2008. p.29,
51 , _____ • Jt ,.,
22
The family is the primary and most important social source of
motivation in the students52• TI1ey largely reflected the attitudes and
beliefs of their parents. It is within the family that the basic
foundations of the social motivational systems are laid down. 53
Parental attitude towards foreign language learning and indeed
learning in general may be influenced by educational, socio-economic,
socio-cultural, ethnic and linguistic background. Learners with the
most positive motivation towards learning foreign language tend to be
intesratively-orientated and to come from homes where parents have a
basic integrative orientation in combination with pro-English
attitudes. 54
It is important to encourage the children. There is much that
parents can do. They can actively demonstrate the value for learning.
Parents also can congratulate the children for their success. Then,
while they do not perform well in academic, parents should support
them. This will help them to see how important to keep trying.
b. as advocate in economy
One factor can influence instructional process is economy.
Parent's economy condition will affect the education and every
economy status has different ways to educate the children.
To some, socioeconomic level is the major familial influence
after heredity on intellectual functioning55• Children coming from
homes of higher socioeconomic status are apt not only to have come
52 James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 519
53 James M. Sawrey and Charles W. Telford, Educational Psychology, ... , p. 493
54 Gary N. Chambers, Motivating Language Learners, ... , p. 83
-'.'i Lita Linzcr Schwartz, E'ducational l'sychology: f''ocus on the Learner, (Boston: LT~ll~··~--1- n .. --- '"''°'""'
p. 55
24
but all family members contribute. If family members can understand
that the child is receiving stimuli from his environment even though
reactions may not be noted to signal this, they will be more effective
teachers. 58 Some insight may be gleaned nevertheless from pupils'
thoughts on the encouragement they think their parents give. 59
In foreign language learning, input is an essential component for
learning in that it provides the crucial evidence from which learners
can from linguistic hypotheses. 60
After getting input by hearing the surroundings, the children try
to interact with the other people. Interaction facilitates the process of
acquiring a second language and foreign language as it provides
learners with opportunities to receive modified input and to receive
feedback, both explicitly and implicitly, which in turn may draw
learners' attention to problematic aspects of their interlanguage and
push them to produce modified output61• Interactions are important
because it is in this context that learners receive information about the
correctness and, more important, about the incorrectness of their
utterances62•
In theory, pupils who hear their parents and friends at home
interacting in a foreign language with guests at home may have more
appreciation of the usefulness of the target language than those who do
not have this opportunity.
58 Rolland J. Van Hattum, Developmental language Programming for the Retarded, ... ,
59 Gary N. Chambers, Motivating language learners, .. ., p. 84
60 Susan M. Gass and Alison Mackey, Theories in Second language Acquisition, ed. Bill Van Patten and Jessica Williams, (New Jersey: Lawrence P.rlhaum Associates. 2007), p. 177
61 Susan M. Gass and Alison Mackey, Theories in Second language Acquisition,. . ., p.
194
62 Susan M. Gass and Alison Mackey, Theories in Second Lanf!:Uaf!.e Acauisilion ..... n.
25
The hypothesis of the research which has been done by Gary N.
Chambers is pupils who hear the target language spoken at home and
who claim to know people, who speak the target language as their
mother-tongue, may be more aware of the usefulness of the target
lan&>uage. 63
C. Conceptual Frame
Learning achievement can be influenced by many factors, such as
motivation, teachers, method, educational system, or educational milieu. All
of the factors are allied to affect the achievement. TI1e factors can support each
other.
As educational components, parents take place as educator and they also
provide the educational milieu for their children. So, parents should involve in
their children's education. They can do many things to get involved in their
children's academic by providing encouragement, arranging for appropriate
study time and space, monitoring homework and out of school activities,
modelling desired behaviour such as reading for pleasure, and actively
tutoring their children at home.
Students whose parents get involved in their education will have
encouragement to learn English. In other words, if their home environment
and their parents' involvement in their education are good, they will do best to
achieve better English.
So, it can be concluded that the students whose parents involve in their
education will get better score in English subject. In other words, there is a
correlation between parents' involvement and student English achievement.
26
D. The Hypothesis
Based on the theoretical and conceptual framework above, the writer
formulated the hypothesis of this research: there is a correlation between
parents' involvement and student English achievement.
The statistical hypothesis is formulated as follows:
1. Alternative Hypothesis (Ha):, there is significant correlation between
English achievement and parent involvement.
2. Null Hypothesis (Ho): there is no significant correlation between English
achievement and parent involvement.
CHAPTER III
MADRASAH TSANA WIYAH TANGERANG II PAMULANG
PROFILE
A. School Identity
Name of school : Madrasah Tsanawiyah Negeri Tangerang II
Postal address : JI. Pajajaran No. 31 Pamulang Tangerang Banten 15417
Telephone number : 021-741 5023
Website : madsane2007.blogspot.com
E-mail : [email protected]
B. Brief History
Madrasah Tsanawiyah Tangerang II was built in 1981 at Cimanggis,
Ciputat at first and Drs. Syamsuddin P., M.Pd. became the headmaster.
----·-···
f'E u
-\ . \.,; T /\ L-<)\ 28 ' "~ ;\-\-! l lJ _) ,t:\·;~~p_,,f-( '\ j\
Because of his spirit to develop the madrasah, MTsN Tangerang II wus moved
to Pamulang in 1987. It is located about 50 m from the main street.
In new area the headmaster tried to develop this school when the
people who lived around the school still underestimated 'madrasah' because
they thought that madrasah had religion subjects only.
The people also has opinion that madrasah has unprofessional
management. It makes the headmaster, school staff, and teachers organize the
school carefully and hard. Because of high spirit of Drs. Syamsuddin, Edy
Djunaedy, and Drs. Nasharudin Sarbini to organize the school, MTsN
Tangerang II Pamulang can be well-known by the people. After that, more
people trusted their children to study in this 'Madrasah'. They also realize that
they have to support and participate in financial problem of the madrasah. It
was started in 1990 until now. The results of their participation such as
buildings and facilities can be seen.
The madrasah increase the buildings and facilities in quantity and
quality slowly. Madrasah has changed from the unpretentious buildings into
the luxurious buildings. Not only buildings but also the facilities in this
madrasah have gained in quantity and quality. Then, the people become proud
with the satisfactory buildings and complete facilities on leadership of Dra. Iis
Aisyah, Drs. M. Askolani, and Ors. Suhardi, M.A.
People's perception on madrasal1 is changed. They think that it has
over plus than other school because in madrasah their children are taught both
religious subjects and lessons such as science, social, math etc.
With the people's belief on the madrasah, the headmaster, staff and all
of the teachers innovated in academic, curriculum, management, and
administration. They use modern technology for management. In academic
and administration they manage many programs such as special quality class,
talent development, leadership and character builder.
29
C. Vision, Mission and Motto
I. Vision
Madrasah with national achievement
2. Mission
Based on the vision, the missions of MTsN Tangerang II Pamulang
are:
a. Create optimal education and preceptors who have optimal
competences.
b. Form intelligent, creative and Islamic students.
c. Organize management of Madrasah which emphasize in primal
service.
d. Provide complete educational facilities.
e. Create clean, comfortable, safe, beautiful, Islamic milieu Ill
madrasah.
f. Give Islamic values and national spirit to the students.
3. Motto
Islamic and National Achievement
D. Facilities
Many facilities were provided to support teaching learning activities.
30
Table 1
Facilities in Madrasah Tsanawiyah Negeri Tangerang II Pamulang
No Nama Jumlah Baik R.Ring R.Brt
I RuangKelas 30 30 - -
2 Ruang Kamad u. 4x7 M2 I 1 - -3 Ruang Wakamad 3x3 M2 1 I - -4 Ruang Guru 7x18 M2 1 I - -5 RuangTU I I - -6 Ru11ng L11b. IP A 1 1 - -7 Ruang Lab. Bahasa I I - -8 Ruang Audio Visual I I - -
9 Studio Musik u. 2,5x7 M2 1 1 - -10 Ruang OSIS 2,5x7 M2 I I - -
11 Ruang Lab. Komputer 7x9 M2 I 1 - -12 Raung UKS u. 3x2,5 M2 I 1 - -13 Ruang BP u. 3x2,3 M2 1 1 - -
14 Mushala u. 7x9 M2 1 1 - -
15 WC Siswa ( dihitung pintu) 18 18 - -16 WC Guru (dihitung pintu) 4 4 - -17 WCKamad 1 1 - -18 WC Umum (guru dan TU) 1 1 - -19 Meja murid dan kursi (pasangan) 624 300 324 -20 Meja guru 30 30 - -
21 Komputer 20 20 - -22 Lapangan Footsal u. 30x60 M2 1 1 - -23 Alat musik sederhana I set 1 set - -24 Alat musik marawis sederhana 1 set I set - -25 Drumband sederhana 1 set 1 set - -26 Ruang Bangdik u. 3x2,5 M2 1 1 - -27 Ruang Komite u. 2x2 M2 1 I - -28 Ruang Simad u. 2x2 M2 1 1 - -
31
E. Structure of Organization
To make good relationship between headmaster, teachers, staff, and
students, it is needed to make structure of organization.
Figure3
Structure of Organization
Kelompok Kerja ................. Kepala Madarasah Madrasah
Kepala TU
I Tenaga
Kependidikan
Koordinator Bid. Kurikulum
I I Perpustakaan Lab. dan Sarana
Keterangan:
= garis komando
= garis
Guru dan Wali Kelas
Siswa
................ 1 Komite Madrasah
Wakil Kamad
Koordinator Bid. Kesiswaan
I Pembina Pembina
OSIS I-- K+M
I
No
I
2
3
4
5
6
7
8
32
F. Teachers, Staff and Students
1. Teachers and Staff
Both teacher and staff are components of the madrasah. They have to
cooperate together in order to this madrasah can develop. Quality of the
teachers and staff is considered.
Teachers in Madrasah Tsanawiyah Negeri Tangerang II Pamulang
have different educational background and level. It is shown in table as
follows:
Table 2
Teacher's Condition in Madrasah Tsanawiyah Negeri Tangerang II
Pamulang
Pendidikan Status Golongan Bidang Studi Jumlah
SI S2 PNS HNR III IV
Agama
a. Aqidah Akhlak 3 3 - 1 2 - 1
b. Fiqh 3 3 - 2 1 2 -c. Qur' an Hadits 3 3 - 2 I 2 -
d. SKI 3 3 - 2 1 2 -
PPKn 3 2 I 3 - 3 -Matematika 7 6 1 6 I 6 -Bahasa Indonesia 8 4 4 8 - 7 I
Bahasa Inggris 6 6 - 5 I 4 I
Bahasa Arab 4 4 - 3 I 2 I
IPA 6 5 I 5 I 5 -
TP~ F. ~ 1 < 1 <
9
10
11
12
13
33
TIK 3 3 - - 3 - -
Penjaskes 3 3 - 2 1 1 1
Kesenian/KTK 3 3 - 2 1 2 -
Mulok 1 1 - - 1 - -BP 3 3 - 3 - 2 1
Jumlah 65 57 8 49 16 43 6
To organize the school administration, staffs are needed. They also
have different educational background and status. It is described as the
table below:
Tablc3
Staff's Condition in Madrasah Tsanawiyah Ncgcri Tangcrang II Pamulang
Pendidikan Status Golongan
SMP SMA D3 SI PN HN II III
3 8 2 5 9 9 2 ' 7
18 18 9
2. Studeuts
Studeuts have gaiued iu uumber every year. The developmeut is
shown as follows:
Table 4
Student's Developmeut
Year Grade VII Grade VIII Grade IX Total
2003 326 416 418 1160
2004 334 328 405 1067
2005 419 329 337 1085
2006 402 410 337 1147
2007 424 400 400 1224
2008 302 402 393 1097
34
Madrasah Tsauawiyah Negeri II Pamulaug has thirty classes with
total 1097 studeuts iu acamdeic year 2008/2009. They are divided iuto 5
class types; regular class, Bina Prestasi class, Sains class, biliugual English
class, and bilingual Arabic class.
CHAPTER IV
RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
1. Objective of the Research
This study has aims, as follows:
a) To find out the relationship of parents' involvement and student
achievement especially in English
b) To know the influence of parents' involvement on student English
achievement
c) To expand and improve the writer's knowledge about parents'
involvement on student English achievement
2. Time and Location
TI1e research has been done in Madrasah Tsanawiyah Ncgeri
Tangerang II Pamulang at JI. Pajajaran No. 31 Panmlang Tangerang
36
20, 2009 until February 20, 2009 and the questionnaire was given in
February 11, 2009 until February 17, 2009.
3. Method of the Research
In doing the research, the writer uses quantitative method. Then,
the correlation technique is applied to know the influence parents'
involvement on student English achievement.
The independent variable of this research is parents' involvement
(variable X) and the dependent variable is student's English achievement
(variable Y). In this case, it can be assumed that parents' involvement in
teaching and learning English (variable X) is considered as a factor that
influence student's English learning achievement (variable Y). Finally
both variables can be tried to be correlated.
Notes:
x
y
c:>
x ~y
=Parents' involvement
= Students English achievement
= Correlation
4. Population and Sample
The population of the research consists of eleven classes with total
402 students from second grade of MTsN 2 Pamulang. They are divided
into 5 class types; regular class, Bina Prestasi class, Sains class, bilingual
English class, and bilingual Arabic class.
37
Table 5
The Distribution of Students
No Class Students
1 8.1 38
2 8.2 38
3 8.3 39
4 8.4 37
5 8.5 37
6 8.6 36
7 8.7 38
8 8.8 (Sains) 38
9 8.9 (Bilingual Arabic) 38
10 8.10 (Bilingual English) 38
11 8.11 (Bina Prestasi) 25
Total 402
Because the population is heterogeneous, the writer took the
sample about 10% from 402 students randomly. So the total of the
students that are taken as the sample are 40 students.
5. Technique of Collecting the Data
When the writer did the research, different instruments were
applied to obtain the data:
No
1
2
3
4
38
a. Documentary Study
To know the students' English learning achievement, the writer
took the report book score of second grade students of Madrasah
Tsanawiyah Negeri Tangerang II Pamulang for first semester in
academic year of 2008/2009 in English learning achievement semester
because from report book the learning outcome that has been reached,
can be measured.
b. Distribution of Questionnaire
The research instrument is used m collecting the data is a
questionnaire which formulated and designed based on the indicators
of the variables of parents' involvement in learning English. The
questionnaire about the parents' involvement of students is given to the
students consisting of 20 items. In this case, it concerns about parents
involvement in student English achievement.
Table 6
Indicator of Parents' Involvement
Total Indicator Item number
Positive Negative
As motivator 5 0 1,2,3,4,5
As advocate in economy 4 0 6, 7' 8, 9
As monitor 4 1 10, 11, 12, 13, 14
As model 6 0 15, 16, 17, 18, 19, 20
In composing questionnaire, the writer applied Likert's scale form:
1) Always (selalu)
39
2) Often (sering)
3) Sometimes (kadang-kadang)
4) Never (tidak pernah)
Table 7
Score of Questionnaire Answer
Score Alternative Answer
Positive Negative
Always 4 1
Often 3 2
Sometimes 2 3
Never I 4
c. Interview
Interview was also applied to support data about school profile and
to know parents' engagement in school.
d. Observation
The writer makes an observation to the school in order to get better
understanding of intended object.
6. Tcch11ic1uc of Data Analysis
In analyzing the data and testing the hypothesis, the correlation
technique was used, by using Pearson's product moment correlation as
40
_ NL.XY -(L.XXL.Y) rxy- ~[NL.X2 -(L.X)2][NL.Y2 -(L.Y)2]
rxy =Coefficient Correlation
N =Number of Respondents
L:XY =Total Numbers ofX multiplied by Y
L:X =Total Score ofX (parents' involvement)
L;Y =Total Score ofY (students' English achievement)
B. Research Finding
1. Data Description
Having field research about parents' involvement and the students'
English achievement in Madrasah Tsanawiyah Negeri Tangerang II
Pamulang, the writer took the scores of 40 students sampling and analyzed
those score in order to find out whether there is any correlation between
English achievement and parents' involvement by Pearson's product
moment.
The data of students' score of questionnaire and report book can be
seen on the following tables:
Table 8
Questionnaire Result about Parents' Involvement
Respondent Score
1 30
41
2 32
3 35
4 43
5 43
6 41
7 36
8 31
9 51
10 54
11 38
12 27
13 56
14 47
15 49
16 27
17 40
18 41
19 45
20 31
21 41
22 43
23 55
24 49
42
25 43
26 50
27 53
28 36
29 47
30 41
31 55
32 46
33 29
34 36
35 42
36 57
37 36
38 24
39 39
40 40 _....._____ ____
The table above shows that the total score from 40 respondents is
J 659. After calculating statistically, the writer got minimum score is
24, the maximum is 57, the median is 41, the mode is 43 and the mean
is 42.
43
Table 9
Student's English Achievement
Respondent Score
1 60
2 71
3 69
4 66
5 69
6 65
7 69
8 71
9 71
10 83
11 70
12 78
13 71
14 70
15 69
16 71
17 66
18 71
19 66
20 66
44
21 68
22 69
23 91
24 79
25 74
26 80
27 80
28 69
29 75
30 76
31 79
32 91
33 67
34 71
35 80
36 80
37 77
38 80
39 78
40 79
From the student's report books about their English achievement as
shown on the table above, it can be found that the total score from 40
45
score is 60, the maximum is 91, the median is 71, the mode is 71, and
the mean is 73.
2. Data Analysis
In order to know the correlation between parents' involvement and
students' English achievement, Pearson's product moment formula is
applied. The data are described on the following table:
Table 10
The Correlation between Parents' Involvement and Stndents' English
Achievement
l.x j
j
x2 y2 No y XY
1 30 60 1800 900 3600
2 32 71 2272 1024 5041
3 35 69 2415 1225 4761
4 43 66 2838 1849 4356
5 43 69 2967 1849 4761
6 41 65 2665 1681 4225
7 36 69 2484 1296 4761
8 31 71 2201 961 5041
9 51 71 3621 2601 5041
10 54 83 4482 2916 6889
11 38 70 2660 1444 4900
12 27 78 2106 729 6084
46
13 56 71 3976 3136 5041
14 47 70 3290 2209 4900
15 49 69 3381 2401 4761
16 27 71 1917 729 5041
17 40 66 2640 1600 4356
18 41 71 2911 1681 5041
1 ll 45 66 2970 2025 4356
20 31 66 2046 961 4356
21 41 68 2788 1681 4624
22 43 69 2967 1849 4761
23 55 91 5005 3025 8281
24 49 79 3871 2401 6241
25 43 74 3182 1849 5476
26 50 80 4000 2500 6400
27 53 80 4240 2809 6400
28 36 69 2484 1296 4761
29 47 75 3525 2209 5625
30 41 76 3116 1681 5776
31 55 79 4345 3025 6241
32 46 91 4186 2116 8281
33 29 67 1943 841 4489
34 36 71 2556 1296 5041
35 42 80 3360 1764 6400
36 57 80 4560 3249
37 36 77 2772 1296
38 24 80 1920 576
39 39 78 3042 1521
40 40 79 3160 1600
N=40 1659 2935 122664 71801
From the calculation of statistic, it can be showed that:
L:X =1659
L: y . = 2935
L: XY = 122664
L: X2 = 71801
I;Y2 =217163
_ . NI,XY-(IXXIY)
r,y- ~[N'LX2 -(I,X)2 ][NI,Y2 -(I,Y)2J
_ 4ox122664-(1659 X2935)
rxy- ~[40x71801-(I659)2][40x217163-(2935)2 J
4906560 - 4869165 rxy = 'J=[2=87=2=04=0=-=2=7=52=2=8 l=] [=8=68=6=52=0=-=8=6 =14=22=5~]
37395 rxy = .J[ll 9759][72295]
. - 37395 I vv - ,o.a~• --=
47
6400
5929
6400
6084
6241
217163
37395 r =-----
xy 93048,25041
rxy= 0,401888265
rxy= 0,402
,----"-------------·---PERFUST ·l c\;\AN UTi\MA
UiN SY/.\HiD JAKARTA
From this calculation the result is 0.402
3. Test of Hypothesis nud Inter1wetntlon of Dntn Annlysis
48
After counting the formula, the writer has found out the result of
the correlation. The next level is to give the interpretation of the 'r' score
From the correlation above, it appears that the correlation index
between X variable and Y variable is positive. It means between both
variables, there is positive correlation. To give simple interpretation
toward the correlation index 'r' product moment (rxy), it can be seen in the
following table. 1
Tnble 11
Interpretation of Product Moment Value
"r" value of Product moment Interpretation
0,00-0,20 Considered as no correlation
I .. -- - ,., , ••
49
0,20- 0,40 Low correlation
0,40-0,60 Medium correlation 'I
0,60-0,80 Strong correlation
0,80-1,00 Very strong/ perfect correlation
After the calculation, the next step is to test the hypothesis. From
the calculation result, it is obtained that the values of rxy is 0.402. Based on
the table above, it can be seen that the correlation index (rxy= 0.402) is in
the interval of 0.40 - 0.60, this means that the correlation belongs to
"medium correlation". In the other words, there is a correlation between
variable X (parents' involvement) and variable Y (student English
achievement).
In table of Pearson product moment about degree of fr~edom2, it
stated that the:degree of freedon{ (df)i~ N - 2 = 40 - 2 = 38 ,and the ·, ""'--~~~'"'"" '
significance of 1 % is 0.393 and the significance 5 % is 0,304. After
comparing the value of rxy = 0.402 and tt 0.393 and 0.304, the writer
eventually made the assumption as follow:
0.304 < 0.402 > 0.393
The score of correlation between English achievement and parents'
involvement is 0.402. So, it means that every 100 points of parents'
2 •
50
involvement will increase 4.02 points of their achievement in learning
English.
The score of rxy is bigger than t1 table, so the alternative hypothesis
(Ha) is accepted and the Null Hypothesis (Ho) is rejected. In the other
words, there is a sufficient correlation between parents' involvement and
English achievement.
A. Conclusion
CHAPTERV
CONCLUSION AND SUGGESTION
After doing the research and getting the result of the research, the writer
can conclude that second grade students of Madrasah Tsanawiyah Negeri
Tangerang II Pamulang English achievement is influenced by parents'
involvement. The influence of parents' involvement on the students' English
achievement is sufficient. It is showed by the result of the research. The result
(0,402) belongs to medium correlation. It means that their parents' involvement as
motivator, as advocate in economy, as monitor, and as models is sufficient to
support the students' English achievement.
CmTelation index between parents' involvement and student English
achievement is positive. It means between both of them, there is positive
correlation. Parents' involvement gives positive influence on students' English
achievement.
Learning achievement can be influenced by many factors, such as
52
milieu. All of the factors are allied to affect the achievement. The factors support
each other.
Parents' involvement is as one of the factors affecting the students'
achievement. As educational components, parents take place as educator and they
also provide the educational milieu for their children.
B. Suggestion
are:
Based on the result of the research, the writer gives suggestions. Those
I. Parents should improve their engagement in their children's academic,
because it can support the children's academic success.
2. Parents should realize that they are first educators who provides
educational milieu for their children.
3. Teachers have to be aware giving an assignment to students in order to
increase their parents' involvement especially as motivator, as
advocate in economy, as monitor and as model.
4. School should organize a meeting progran1 with parents to discuss
about the students' development in learning.
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55
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hi tv:I lwww. nwrel. org!scpd/sirs/3/cu6/htm I
Nomor Lampiran Perihal
Kepada Yth,
: lstimewa : 1 ( satu) berkas : Pengajuan Judul Skripsi
Bapak Ketua Jurusan Pendidikan Bahasa lnggris UIN Syarif Hidayatullah Jakarta Di
Tempat
Assalamualaikum Wr. Wb
Ciputat, 27 Mei 2008
Salam sejahtera dan silahturahmi saya haturkan kepada Bapak semoga dalam lh1dungan Allah SWT dan di!'ldhol langkuh dnn aktlvltas yang Bnpak jalanl seharl·harl. Amin.
Sehubungan dengan berakhirnya masa studi saya, maka saya yang bertanda tangan di bawah ini: Nama Nim Fakultas Jurusan
: Fitriah AB : 104014000364 : Ilmu Tarbiyah dan Keguruan : Pendidikan Bahasa lnggris I VIII C
bermaksud mengajukan judul skripsi sebagai salah satu syarat menyelesaikan program S-1 (strata) UIN SyarifHidayatullah Jakarta. Adapunjudul yang saya ajukan adalah:
"PARENT'S INVOLVEMENT AND ITS INFLUENCE ON STUDENT ENGLISH ACHIEVEMENT"
(A Case Study at Madrasah Tsanawiyah Negeri 2 Pamulang)
Bersama ini saya lampirkan satu berkas proposal skripsi yang terdiri dari: 1. Outline 2. Abstract 3. Preliminary Bibliography
Demikianlah surat pengajuan ini saya sampaikan. Atas pertimbangan dan perhatiannya saya ucapkan terima kasih.
Wassalamualikum Wr. Wb
· riah AB (NIM. I 04014000364)
DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
1da Nomor 95, Ciputat 15412, Indonesia Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email : [email protected]
Nomor Lamp. Ha I
: un.01/Fl/TL0221!>'YJ12oos : Outline/Proposal : Permohonan lzin Penelitian
Kepada Yth: Kepala MTsN 2 Pamulang di Tempat
Assalamu'alaikum wr. Wb .
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Jurusan
Semester
Fitriah AB
104014000364
Pendidikan Bahasa lnggris
VIII
Jakarta, 30 Mei 2008
Judul Skripsi Parent's Involvement and Its Influence on Student English Achievement.
adalah benar mahasiswa Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.
Alas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu'alaikum wr.wb.
·. :·/ ,' Drs.: Ana Darwis .. ;<NIP 150 36 356
Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
DEPAF:fEMEN AGAMA UNIVERSITAS ISLAM NEGERI
SYARIF HIDAYATULLAH JAI<ARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
a Nomor 95, Ciputat 15412, Indonesia Telp. : (62-21) 7443328, 7401925, Fax. (62-21) 7443328
Email : [email protected]
Nomor Lamp. Hal
: Un.01/Fl!TL022i59S'12oos : Instrument Riset :WAWANCARA
Kepada Yth: Kepala MTsN 2 Pamulang di Tempat
Assa/amu'alai/wm wr. wb.
Dengan hormat kami sampaikan bahwa,
Nama
NIM
Jurusan
Semester
Fitriah AB
104014000364
Pendidikan Bahasa lnggris
VIII
Jakarta, 30 Mei 2008
Judul Skripsi Parent's Involvement and Its Influence on Student English Achievement.
adalah benar mahasiswa Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan Wawancara di instansi/sekolah yang Saudara pimpin.
Untuk itu kami mohon bantuan Saudara terhadap mahasiswa tersebut dalam melaksanakan penelitian dimaksud.
Alas perhatian dan bantuan Saudara, kami ucapkan terima kasih.
Wassalamu'alaikum wr.wb.
Tembusan: 1. Dekan FITI< 2. Prnnbr111lu l.lulu.111 1Jicl;.111g /\lwdo1nik 3. Mahasiswa yang bersangkutan.
DEPARTEMEN AGAMA MADRASAI-1 TSANAWIYAH NEGERI TANGERANG II PAMULANG
JI. Pajajaran No. 31 Parnulang Tangerang Telp. 7415023
SURAT KETI~RANGAN
Nomor : MTs.28-04/PP.005/1672009
tg bertanda tangan dibawah ini Kepala Madrasah Tsanawiyah Negeri (MTsN) Tangerang II
iulang menerangkan bahwa :
Nama
NIM
Jurusan
Fakultas
: Fitriah AB
: I 04014000364
: Pendiclikan Bahasa lnggris
: Tarbiyah UIN .Jakarta
ar narna lersebut cliatas telah rnengaclakan Penelitian pacla Madrasah Tsanawiyah Negeri
gerang II Pamulang pacla tanggal 20 Januari 2009 s/cl 20 Februari 2009 clengan juclul skripsi
:·ent's Involvement and Its Influence on Studenclt English Achievement".
1ikian surat keterangan ini karni buat untuk clipergunakan sebagairnana rnestinya.
PEDOMAN WA WANCARA
Kepada Pihak Sekolah
1. Sejak kapan MTsN II Pamulang ini berdiri?
2. Berapa jumlah siswa MTsN II Pamulang sekarang?
3. Berapa jumlah guru bahasa Inggris disini? Apa latar belakang pendidikan mereka?
4. Apakah di sekolah ini ada fasilitas/ sarana untuk mendukung kegiatan be!ajar mengajar seperti perpustakaan dan language lab (laboratorium bahasa)?
5. Apakah di perpustakaan tersedia buku-buku berbahasa Inggris selain buku teks wajib pelajaran bahasa Inggris?
6. Apa laboratorium bahasa difungsikan dengan baik?
7. Bagaimana tanggapan orang tua dengan adanya fasilitas-fasilitas tersebut (perpustakaan dan laboratorium bahasa)?
8. Adakah pertemuan pihak sekolah/ guru dengan orang tua? Apakah pertemuan dilakukan secara berkala dan terus menerus?
9. Apakah pemah ada keluban orang tua kepada sekolah tentang pembelajaran/ sarana dan prasarana? Apa saja kelubannya?
JO. Bagaimana tanggapan orang tua tentang pembelajaran bahasa asing di sekolah ini terutama pengajaTan baliasa Inggris?
11. Bagaimana status ekonomi orang tua siswa MTsN Tangerang II Pamulang?
12. Apakah siswa membayar SPP? Apakah siswa kelas Bilingual, Sains, dan Bina Prestasi juga membayar lebih?
1. Tanya
HASIL WA WAN CARA
Kepada Pihak Sekolah (MTsN Tangerang II Pamulang)
Pewawancara : Fitriah AB
Pihak yang diwawancarai : Ulik Widiantoro, S.Pd. M.Pd.
Jabatan : Koordinator Kurikulum
Hari/ Tanggal
Waktu
Tempat
: Selasa, 27 Januari 2009
: 10.15 -10.40
: Ruang
: Sejak lmpan MTsN II Pamulang ini berdiri?
Jawab : Sekolah ini berdiri tahun 1981, tetapi sebelumnya sekolah ini dibangun di daerah Cimanggis Ciputat. Kemudian tahun 1987 baru dipindahkan ke daerah Pamulang. Ya, inilah sekarang.
2. Tanya : Berapa jumlah siswa MTsN II Pamulang sekarang?
Jawab : Jumlah 1097 siswa, kelas 1 ada 302 siswa, kelas 2 berjumlah 402 siswa, dan kelas 3 berjumlah 393 siswa.
3. Tanya : Berapa jumlah guru bahasa Inggris disini? Dan apa Iatar belakang pendidikan mereka?
Jawab : Jumlah guru bahasa Inggris ada 6 orang, dan semuanya S 1 Bahasa Inggris
4. Tanya : Apakah di sekolah ini ada fasilitas/ sarana untuk mendukung kegiatan belajar mengajar seperti perpustakaan dan language lab (laboratorium bahasa)?
Jawab : Ya ada, seperti laboratorium bahasa, komputer, perpustakaan, lapangan dan masih banyak lagi. Secara bertahap kami melengkapi fasilitasfasilitas untuk mendukung kegiatan belajar mengajar. Alhamduli!lah, sekarang fasilitas tersebut mulai memadai untuk mendukung kegiatan belajar siswa.
5. Tanya : Apakah di perpustakaan tersedia buku-buku berbahasa Inggris selain buku teks wajib pelajaran bahasa Inggris? Apa saja jenis bukunya?
Jawab : Ada. Selain buku teks wajib ada bermacam-macam buku yang juga berba11asa lnggris. Untuk tahu lebih jelas buku apa saja yang ada, anda bisa 1nF:llhfltnv::i rli nPrnn(!t!llr!l!ln
6. Tanya : Apa Iaboratorium bahasa difungsikan dcngan baik?
Jawab : Penggunaan laboratorium bahasa dibatasi setiap guru dua jam pelajaran. Ini sesuai dengan jan1 pelajaran siswa. Untuk penggunaan yang berkala dan pengaturan penggunaan diserahkan kepada guru bidang studi bahasa Inggris dan bahasa Arab, karena merekalah yang paling banyak menggunakannya.
7. Tanya : Bagaimana tanggapan orang tua dcngan adanya fasilitas-fasilitas tcrscbut (pcrpustakaan dan laboratorium bahasa)?
Jawab : Tanggapan orang tua sangat baik. Orang tua siswa merasa senang dengan memadainya fasilitas-fasilitas di sekolah ini.
8. Tanya : Adakah pcrtcmuan pihak sckolah/ guru dcngan orang tua? Apnknb (lertemunn dilnkuknn secm·n berk11l11 dun terns menerus?
Jawab : Pertemuan pihak sekolah dan orang tua sering kami lakukan. Biasanya dilakukan setiap tiga bulan sekali, tetapi apabila ada masalah sekolah yang perlu dibicarakan, pertemuan bisa dilaksanakan. Ya, sesuai kondisi.
9. Tanya : Apakah pernah ada keluhan orang tua kcpada sekolah tentang pembelajaran atau sarana dan prasarana? Apa saja keluhannya?
Jawab : Selama ini keluhan dari orang tua belum ada. Mereka mengaggap sarana sudah memadai, tetapi untuk masala11 pembelajaran mereka langsung berkonsultasi dengan wali kelas dan guru bidang studi.
10. Tanya : Bagaimana tanggapan orang tua tentang pembelajaran bahasa asing di sekolah ini terutama pengajaran bahasa Inggris?
Jawab : Tanggapannya bervariasi. Tetapi kebanyakan masih dilakukan secara individu. Mereka langsung menemui guru yang bersangkutan. Sebagian besar, mereka menanggapi tentang metode mengajar dan masalah pribadi.
11. Tanya : Bagaimana status ekonomi orang tua siswa MTsN Tangerang II Pamulang?
Jawab : Disini bermacam-macam, ada kelas bawah, menengah dan atas dan mayoritas siswa berasal dari kelas menengah.
12. Tanya : Apakah siswa membayar SPP? Apakah siswa kelas Bilingual, Sains, dan Bina Prestasi juga membayar lebih?
.Jawab : Untuk SPP itu pasti, tetapi ada perbedaan di setiap jenis kelas. lJ ntuk kclas Bilingual, Sains dan Bina Prestasi memang membayar lebih mahal dari kelas reguler/biasa.
4.:il.S_H.J .&I 4....:...J-9 ~ ~I
DAFTARPERTANYAANANGKET
"Parent's Involvement and Its Influence 011 Student English Achievement"
mjuk Umum:
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I. Jawaban dari angket ini sangat berguna untuk bahan penulisan skripsi, oleh karena itu diharapkan kejujuran Saudara dalam mengisi angket ini.
2. Bila pertanyaannya kurang dimengerti, anda dapat menanyakannya. 3. Jika telah selesai, periksalah kembali jawaban saudara agar tidak ada soal yang terlewatkan. 4. Hasil angket ini tidak akan mempengaruhi nilai akademik anda.
1titas Responden: la
lS
s Kelamin:
1ban dapat diberikan dengan membubuhkan tanda (l') pada pilihan yang anda anggap paling ai dengan keadaan anda.
Apa latar pendidikan ayah anda? A. SD E. Sl B. SMP/MTs F. S2 C. SMA/SMK/MA G. S3 D. Dl/D2/D3
.. Apa latar pendidikan ibu anda? A. SD E. SI B. SMP/MTs F. S2 C. SMA/SMK/MA G. S3 D. Dl/D2/D3
3. Apakah orang tua anda bekerja? Ayah: A. Ya B. Tidak Ibu: A. Ya B. Tidak
4. Apakah di rumah anda memiliki fasilitas yang mendukung kegiatan belajar di rumah seperti ruang belajar, perpustakaan pribadi, komputer, radio, atau tape/recorder?
A. Ya B. Tidak
1ablah sesuai keadaan anda! 1 pendapat orang tua anda tentang bahasa Inggris?
······························································································· ································ ···················· ... ······················································································································································
'IWaban dapat diberikan dengan membubuhkan tanda 0 pada kolom pilihan yang anda ~{!l r ·a k d d ap pa mg sesuaz enf!.an ea aan an a. 'lo Selalu Sering
Kadang- Tidak Pernyataan kadang Pernah
I Orang tua anda memberi dorongan untuk belaj ar bahasa Inggris
2 Anda diberi pengertian bahwa pentingnya belajar terutama bahasa Irnnrris
3 Orang tua memuji anda saat berhasil mendapatkan nilai bahasa Imrn:ris yang baik
4 Orang tua mendengarkan keluhan anda dalam menghadapi kesulitan belaiar bahasa In<J1Jris
5 Orang tua memberi saran atas keluhan dan kesulitan dalam belaiar bahasa Inirnri s
6 Orang tua membelikan anda buku teks pelajaran bahasa Inouris
7 Orang tua membelikan kaset/ VCD/ DVD Jago atau film berbahasa In1mris
8 Orang tua memerintahkan anda kursus bahasa Ingirris Anda dibelikan buku bacaan oleh orang tua
9 seperti komik, novel, kumpulan puisi, biografi tokoh, atau buku jenis lainya yang menggunakan bahasa Ingirris
0 Jam menonton televisi atau penggunaan internet anda dibatasi oleh orang tua
I Orang tua mendampingi anda ketika belajar dan mengeriakan tugas atau PR di rumah
2 Orang tua memerintahkan anda mengerjakan PR atau tugas
3 Anda dibiarkan bermain atau jalan-jalan selama anda suka oleh orang tua Orang tua melihat dan memantau
4 perkembangan nilai-nilai anda terutama pelaiaran bahasa lrnrnris
5 Anda dan orang tua menonton film berbahasa Inrrrrris bersama-sama
5 Orang tuajuga mengajari pelajaran bahasa InrrP-ris pada anda di rumah Orang tua mendengarkan dan memaharni lagu
I berbahasa Inggris atau berita yang disampaikan dengan bahasa Inggris (tanpa ada teks berbal1asa Indonesia)
~ Anda diajak berbicara menggunakan bahasa lnrrrrris oleh orang tua
) Orang tua anda membaca buku/ koran/ mujuluh yang bcrbuhasa J111wris
I Orang tua anda menulis teks berbahasa Jngirris
SCORE OF QUESTIONNAIRE (PARENTS' INVOLVEMENT)
Responden Jumlah Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 2 1 2 2 1 1 1 1 2 1 1 4 3 1 1 1 1 2 4 2 1 1 1 2 2 2 1 1 2 2 3 1 2 1 1 1 3 2 2 1 2 1 2 1 3 1 2 2 1 4 2 1 2 2 1 4 3 2 1 3 4 4 1 3 1 4 2 1 2 4 1 2 2 1 5 4 4 1 1 2 4 1 4 2 2 2 2 4 2 2 2 1 1 6 4 2 1 4 3 2 1 2 1 2 4 3 1 2 1 3 2 1 7 3 3 1 3 3 2 1 2 1 1 1 1 4 2 1 1 1 2 8 2 2 2 2 1 1 1 1 1 3 2 2 3 2 1 1 1 1 9 4 3 2 2 3 2 2 4 1 3 2 2 4 3 2 3 3 3 10 4 4 3 4 4 3 3 4 2 3 2 2 3 3 3 2 1 2 11 3 3 1 2 2 2 2 2 2 3 2 1 3 2 1 2 1 2 12 2 2 1 2 1 1 1 1 1 2 1 1 3 1 2 1 1 1 13 4 4 2 4 3 3 2 3 2 3 4 4 4 4 2 2 2 1 14 4 4 2 4 4 2 2 2 2 3 2 2 3 4 2 1 1 1 15 3 3 2 4 4 2 2 2 2 3 4 3 3 2 2 2 2 1 16 2 1 1 3 1 1 1 1 1 1 1 2 2 1 1 1 3 1 17 4 1 2 3 3 2 1 1 2 4 1 1 4 1 1 3 1 2 18 4 3 2 2 2 3 1 4 1 2 1 1 4 2 1 1 2 1 19 3 3 1 2 2 1 2 4 1 4 2 1 4 4 3 1 2 1 20 2 1 2 2 2 2 1 2 1 1 2 2 2 2 2 1 1 1 21 4 2 1 3 4 2 1 3 1 4 2 2 4 2 1 1 1 1 22 3 2 1 3 3 2 3 2 1 2 2 2 3 2 3 2 2 1 23 4 3 1 4 4 2 2 2 3 4 4 4 3 2 2 3 3 1 24 2 4 2 2 3 2 3 4 2 4 2 2 4 2 3 2 2 1 25 2 3 2 3 2 2 3 2 1 3 2 2 4 2 2 2 2 1
19 20 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 2 1 1 1 1 1 1 1 2 1 1 1 2 1 1 1 2 1 2 2 2 2 1 1 1 1 2 2 2 2 1 2 2 1
Jumlah (X) 30 32 35 43 43 41 36 31 51 54 38 27 56 47 49 27 40 41 45 31 41 43 55 49 43
.... '\.>
26 3 3 2 4 3 1 1 2 1 4 27 3 3 4 2 2 4 4 2 2 3 28 3 2 1 1 2 1 1 3 1 3 29 4 3 2 4 3 2 2 2 2 4 30 2 2 4 2 4 1 2 2 2 2 31 4 3 4 2 3 2 2 1 4 4 32 4 3 2 3 2 2 2 4 1 4 33 2 1 1 1 2 1 1 1 1 2 34 3 3 1 2 2 2 1 1 1 2 35 3 2 2 3 2 1 1 2 2 3 36 4 4 3 4 4 2 2 4 2 3 37 2 4 2 2 3 2 1 2 2 1 38 1 1 1 1 1 1 1 2 1 2 39 2 3 1 1 3 3 2 1 2 4 40 2 3 1 3 3 1 2 4 1 4
Jumlah
4 2 3 3 2 4 2 3 4 2 3 3 1 1 4 2 3 2 1 1 4 2 2 2 2 1 3 3 2 2 2 3 3 3 2 2 3 2 4 3 2 1 1 1 3 1 1 2 2 2 4 2 2 1 4 4 2 2 2 1 4 4 3 4 1 2 1 1 3 2 1 1 1 1 3 1 1 1 2 2 4 2 2 1 2 2 3 2 2 1
2 1 3 2 1 2 2 1 1 2 1 2 2 1 1 2 3 2 1 1 1 1 3 1 2 1 1 3 1 1 2 2 1 2 1 2 1 1 1 1 1 1 1 1 1
2 2 1 2 1 4 1 2 1 1 2 1 1 1 1
50 53 36 47 41 55 46 29 36 42 57 36 24 39 40
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