Disertasi

The contribution of parental involvement towards students\' English achievement / Fathor Rasyid

Abstrak
Rasyid Fathor. 2013. The Contribution of Parental Involvement towards Students English Achievement. Dissertation. English Language Teaching School of Graduate Studies State University of Malang. Advisors (I) Prof. H. Ali Saukah Ph.D. M.A. (II) Dr. H. Gunadi H. Sulistyo M.A. (III) Prof. Dr. Hj. Nur Mukminatien M.Pd Key words Parental involvement English achievement SES The study is intended to examine the direct contribution of family background measured by parents education income and occupation to English-related parental involvement and its indirect contribution to students English achievement through the mediating factor of parental involvement the contribution of English-related parental involvement to students English achievement. Path analysis with regression analysis is used in the study to test the likelihood of a causal connection among the three variables. That is it seeks to explore the relationships among those three variables and attempts to explore causation in order to provide guidance for subsequent experimental studies. Multistage sampling was employed to get the necessary representative sample from the population. Then test was administered to elicit data about the students English achievement and questionnaire to obtain data about the parents background and their involvement in relation to English learning. The path diagram in the research is constructed through the help of software smartPLS v.2.0 while a further analysis of the data is analyzed by software PLS-Graph v.2.0. It is found out that the contribution of parents background to English-related parental involvement is significant with a path coefficient of 4.983 the contribution of English-related parental involvement to students English achievement is not significant (1.177) while the contribution of parents background to students English achievement is not significant with a path coefficient of .983. Furthermore of two predictors of the students English achievement family background has greater impact with a regression value of .088 compared to parental involvement with a regression value of .081. Interestingly when classified into high middle and low SES parents the contribution varies. High and middle SES parents do not contribute significantly to English-related parental involvement with a path coefficient of .922 and .743 accordingly while low SES parents do (2.026). Similarly the involvement of parents from high and middle SES do not contribute significantly to students English achievement while low SES parents do (1.555). Unlike the contribution of high and middle class families to English-related parental involvement and their involvement to students English achievement high SES families do contribute significantly to students English achievement with a path coefficient of 1.461 while middle and low SES family does not (.253) and (.718). At least there are two possible explanations for being unable to reject some of the null hypotheses. The first is mediation effect that is English-related parental involvement may affect students English achievement indirectly through influencing other proximal student outcomes such as student motivation attitudes and self-regulated learning. Second English-related parental involvement has been found to be a multidimensional concept and takes many forms. For example parental involvement in the form of behavioral supervision has shown either no association or a negative relationship with academic achievement. This negative association might be related to the fact that some parents increase their support/supervision when they become concerned with their children s underachievement. Eventually pedagogical implication of the findings implies that in order to increase students English achievement family background needs to be increased since it contributes more to students English achievement than parental involvement. Of the three sub-variables of family background parents occupation contributes the most while of the four sub-variables of parental involvement checking English homework contributes the most. However regardless of the family background most of the parents seemed to have invested their educational background in their children s English language learning in the form of participation and provision of necessary English learning facilities. However the quality and the quantity of involvement knowledge and skill of the parents remain uncertain. That is to say good parenting is not always possessed by parents from high SES. Thus the schools should provide some programs or trainings for the parents to qualify English-related parental involvement in English learning of their children. Finally even though the contributions are inconsistent it does not suggest that English-related parental involvement is unimportant or ineffective. Parents need to know what involvement strategies or aspects best suit the children. Knowing this would minimize or eliminate possible negative consequences.

Informasi Detail

DDC

Rd 420.76 RAS c

Prodi

Universitas Negeri Malang. Program Studi Bahasa Inggris, 2014.

Deskripsi Fisik

xviii, 1863lembar : il., tab. ; 30 cm

Bahasa

No Reg

01049/KI/14

Edisi

Disertasi (Pasca Sarjana)-- Universitas Negeri Malang, 2014

Subjek

1. BAHASA INGGRIS - PRESTASI BELAJAR

Pembimbing

1. Ali Saukah ; 2. Gunadi H. Sulistyo ; 3. Nur Nukminatien

Lampiran Berkas