THE CORRELATION BETWEEN PARENTAL INVOLVEMENT AND

STUDENTS’ ENGLISH ACHIEVEMENT AT THE ELEVENTH GRADE

STUDENT OF SMA TRISAKTI OKU

A THESIS

BY

RICHA MARSELA

Student Registration Number: 1323039

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
BATURAJA UNIVERSITY
2018

i
THE CORRELATION BETWEEN PARENTAL INVOLVEMENT AND
STUDENTS’ ENGLISH ACHIEVEMENT AT THE ELEVENTH GRADE
STUDENT OF SMA TRISAKTI OKU

A THESIS

Submitted as a Partial Fulfillment of the Requirements

For the Attainment of Sarjana Deggre

In English Language Education Study Program

BY

RICHA MARSELA

Student Registration Number: 1323039

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
BATURAJA UNIVERSITY
2018

ii
 APPROVAL PAGE

Title : The Correlation between Parental

Involvement and Students’ English
Achievement at the Eleventh Grade
Students of SMA TRISAKTI OKU.

Name : Richa Marsela

Student Registration Number : 1323039

Study Program : English Education Study Program

Degree : SI

Advisors,

Date August 18nd, 2018 Advisor I : Neti Lastri, M.Pd. (..................)

Date August 18nd, 2018 Advisor II : Yunda Lestari, M.Pd. (..................)

Baturaja, August 18 , 2018

The first Dean Assistant of The Head of English

Teacher Training and Education Faculty Education Study Program

Eriyanti, M.Pd. Trisilia Devana, M.Pd.

iii
 RATIFICATION PAGE

This is Certify that the Board of Exeminer has Approved the Sarjana Teacher
Training and Education Faculty
Baturaja University
(August, 24th 2018)

Title : The Correlation between Parental

Involvement and Students’ English
Achievement at the Eleventh Grade
Students of SMA TRISAKTI OKU.

Name : Richa Marsela

Student’s Registration Number : 1323039
Study Program : English Education Study Program
Degree : SI

Examiners Signature

Chairman: Neti Lastri, M.Pd. ...................................

Secretary : Yunda Lestari, M.Pd. ...................................

Member : 1. Dr. Nurhasanah, M.Pd. ...................................

2. Trisilia Devana, M.Pd. ...................................

Certified by,
Dean,

Darningwati, M.Pd.

iv
 SURAT PERNYATAAN

Dengan ini saya menyatakan bahwa:

1. Karya tulis saya, skripsi dengan judul “The correlation between parental
involvement and students english achievement at the eleventh grade students of
SMA TRISAKTI OKU” adalah hasil asli dan belum pernah diajukan untuk
mendapatkan gelar akademik baik di Universitas Baturaja maupun diperguruan
tinggi lainnya.
2. Karya tulis ini murni gagasan, penelitian dan rumusan saya sendiri, tanpa bantuan
tidak sah dari pihak lain, kecuali arahan tim pembimbing.
3. Di dalam karya tulis ini tidak terdapat hasil atau pendapat yang telah ditulis atau
dipublikasikan oleh orang lain, kecuali dikutip secara tertulis dengan jelas dan
dicantumkan sebagai acuan didalam naskah saya dengan disebutkan nama
pengarangnya dan dicantumkan pada daftar rujukan.
4. Pernyataan ini saya buat dengan sebenarnya, dan apabila dikemudian hari terdapat
penyimpangan dan ketidakberesan pernyatan ini, saya bersedia menerima sanksi
akademik berupa pencabutan gelar yang telah saya peroleh karena dalam karya
tulis ini, serta sanksi lainnya sesuai dengan norma dan ketentuan hukum yang
berlaku.

Baturaja, September 2018

Saya yang menyatakan,

Richa Marsela

v
 MOTTO AND DEDICATIONS

Motto: Allah knows what we need not what we want

Dedications

This thesis dedicated to:

 My God (Allah SWT) that always gives me the good way in my life and
Muhammad SAW as our true idol.

 My beloved father and mother (Muslim Pane and Kuntini) thanks for their greatest
love, prayer and support because of you I can be stand still now. I love you more
than everything in this world .

 My beloved advisor I (Neti Lastri, M.Pd) and advisor II (Yunda Lestari, M.Pd)
thank you very much for your guidance and advices.

 My Examiners I (Dr. Nurhasanah, M.Pd, and Trisilia Devana, M.Pd) thanks for

your advices and suggestions.

 My beloved brother ( Muhammad Firman Agusta) who always give me

motivations, prayer ,and attention.

 My beloved partner (Sodikin) thanks for your love, motivation, attention and
sopport to walk in the hard way.

 The Headmaster, teachers, staff, and the students of SMP TRISAKTI OKU.

 My beloved friends ( Wella Emilia, Siti Khadijah, Amelia, Sri Yani, and Safari )
thanks for your support,attention and best smile. I love you all.

 My almamater

vi
 ABSTRACT

Marsela, Richa. 2018. The correlation between students’ parental involvement

and English achievement at the eleventh grade of SMA Trisakti OKU. English
Education Study Program, Sarjana Degree (S1), Teacher Training and
Education Faculty, Baturaja University. Advisor I: Neti Lastri, M. Pd, advisor
II: Yunda Lestari, M. Pd.

The problem of this research was concerned to The correlation between students’
parental involvement and English achievement at the eleventh grade of SMA Trisakti
OKU. The objective of this thesis were to find out the correlation between parental
involvement and students’ English achievement at the eleventh grade of SMA
Trisakti OKU. The researcher used correlation method. The population of the this
study was all the eleventh grade of SMA Trisakti OKU. The sample was 60 students.
The researcher used documentation and questionnaire in collecting the data. Based on
the finding there was significant correlation between parental involvement and
students’ english achievement at the eleventh grade students students of SMA
Trisakti OKU. From the value of correlation and sig 2 tailed, the researcher
concluded that there was correlation between parental involvement and students’
English achievement at the eleventh grade students of SMA TRISAKTI OKU.

Keywords: Correlation, parental involvement, English achievement

vii
 ACKNOWLEDGEMENTS

Assalamualaikumwr.wb.

Alhamdullilahirabil`alamin, Firstly, the researcher expresses her highest

gratitude to Allah subhanahu wa ta’ala for blessing, love, opportunity, health, and

mercy to complete this undergraduate thesis. This undergraduate thesis untitled “The

Correlation Between Students’ Parental Involvement and English Achievement at the

Eleventh Grade of SMA Trisakti OKU” is submitted as the final requirement in

accomplishing undergraduate degree at English Education Study Program at Baturaja

University. Secondly, Shalawat and Salam may always to our big prophet,

Muhammad SAW, who has given us some guidance from darkness to clearness

through Islam way.

The researcher realizes in writing this research paper, there are many people

that have wrapped to make this paper complete. So the researcher would like to say

big thanks to:

1. Dr. Bambang Sulistyo,M.Pd is as the Rector of Baturaja University.

2. Darningwati, M.Pd is as the dean faculty of teacher training and education

study program of Baturaja University.

3. Trisilia Devana, M.Pd is as the head of English Education Study Program of

Teacher Training and Education Baturaja University, and as the second

examiner who has guided and spent most of her time correcting my thesis.

4. Neti Lastri, M. Pd is as the first advisor who has been patiently giving advise,

direction and encouragement during the process of writing this thesis.

viii
 5. Yunda Lestari, M.Pd., is as the second advisor who has been patiently giving

advise, direction and encouragement during the process of writing this thesis.

6. Dr. Nurhasanah, M. Pd is as the first examiner who has guided and spent

most of her time correcting my thesis

7. All lecturers of English Education Study Program of Teacher Training and

Education Baturaja University.

8. All of friends in English Education Study Program of Teacher Training and

Education Baturaja University.

Last but not least, the researcher realizes that this thesis was far from being

perfect. Therefore any suggestions, comments and criticisms to make this thesis more

perfect are welcome.

Baturaja, September 2018

The writer

Richa Marsela

ix
 TABLE OF CONTENT Page
TITLE PAGE.............................................................................................. i
TITLE PAGE.............................................................................................. ii
APPROVAL PAGE.................................................................................... iii
RATIFICATION PAGE............................................................................ iv
STATEMENT LETTER............................................................................ v
MOTTO AND DEDICATION.................................................................. vi
ABSTRACT................................................................................................ vii
ANKNOWLEDGEMENT......................................................................... viii
TABLE OF CONTENT............................................................................. x
LIST OF TABLES...................................................................................... xii
LIST OF CHARTS..................................................................................... xiii
LIST OF APPENDIXES............................................................................ xiv

CHAPTER 1 INTRODUCTION
A. Background of the Study.................................................................. 1
B. Problem of Study ............................................................................. 3
1. Limitation of the Problem............................................................ 3
2. Formulation of the Problem......................................................... 3
C. Objective of the Study...................................................................... 3
D. Significances of the Study................................................................ 4
E. Hypothesis........................................................................................ 4
F. Criteria for Testing Hypothesis....................................................... 5

CHAPTER IILITERATURE REVIEW

A. Theoretical Framework
1. Concept of Parental Involvement................................................. 6
2. The Important of Parental Involvement ...................................... 12

x
 3. Students English Achievement ................................................... 13
B. Related Previous Study.................................................................... 14

CHAPTER III RESEARCH METHODOLOGY

A. Method of Research.......................................................................... 16
B. Variable of The Research................................................................. 16
C. Operational Definition...................................................................... 17
D. Population and Sample..................................................................... 17
1. Population................................................................................... 17
2. Sample........................................................................................ 18
E. Technique For Collecting Data........................................................ 19
1. Questionnaire.............................................................................. 19
2. Documentation........................................................................... 20
F. Technique for Analyzing the Data……………………………........ 20

CHAPTER IV FINDINGS AND INTERPRETATION

A. Findings............................................................................................ 23
B. Interpretation.................................................................................... 32

CHAPTER V CONCLUSION ANS SUGESSTION

A. Conclusion........................................................................................ 33
B. Sauggestions..................................................................................... 34

REFFERENCES......................................................................................... 35
APENDIXES............................................................................................... 37

xi
 LIST OF TABLES
Page

Table 1. Population of the Research………………………………………… 18

Table 2. Sample of the Research……………………………………………. 18

Table 3. Specification of Questioner ………………………………………… 19

Table 4. Questionnaire Criteria……………………………………………….. 20

Table 5. Interpretation Point of Parental Involvement……………………….…21

Table 6. Interpretation of English Achievement.……………………………… 22

Table 7. Size of Correlation Coefficient……………..………………………. 23

Table 8. The Analyzing of Student’s Parental Involvement………………….. 26

Table 9. The Frequency of Student’s Parental Involvement……………………27

Table 10. The Score Distribution of Student’s English Achievement………….29

Table 11. Correlation…………………………………………...........................30

xii
 LIST OF CHARTS

Page

Chart 1 The Frequency of the Student’s Parental Involvement................ 26

Chart 2 Student’s Distribution of Student’s English Achievement………. 29

xiii
 LIST OF APPENDICES

Appendix 1. Questionnaire

Appendix 2. Students Attendence List

Appendix 3. The students Report

Appendix 4. The output of SPSS

Appendix 5. Surat Usulan Judul Sktripsi

Appendix 6. Surat Keputusan Dekan

Appendix 7. Daftar Hadir Dosen Penguji

Appendix 8. Surat keterangan pembimbing skripsi

Appendix 9. Surat Permohonan Izin Penelitian

Appendix 10. Surat Telah Melaksanakan Penelitian skripsi

Appendix 11. Daftar hadir dan berita acara ujian skripsi

Appendix 12. Thesis Consultation Card

Appendix 13. Thesis Revision Card

Appendix 14. Documentation

xiv
 CHAPTER I
INTRODUCTION
In this chapter, background of the research , problem of the research,,

objectives of the research, significances of the research, Hypotheses, and Criteria of

testing hypotheses are presents.

A. Background of the Research

Parents are one of the most important and influential elements on the lives of

their children. They have the power, ability to shape, sustain and develop their

children's who will be interested, creative and tolerant, through their positive

involvement in the learning process and educational activities. On the other hand

parents who do not involve in their children educational process are also considered

to be capable of repressing and destroying the motivation and ability of their children

through neglect and indifference to their achievements.

According to Warahmah (2012), the success of education is a share

responsibility between family, community members, and government. Chavez (2014)

stated that the academic achievement of student is impacted by many factors,

including their ethnicity and the influence of parental involvement during their

primary education. However, based on the situation above, parental involvement is

one of the factors influence students’ achievement in English.

Khan (2013) in general, the concept of parental involvement is associated with

children’s higher achievements in language and mathematics, enrolment in more

1
1
 challenging programs, greather academic persistence, better behavior, better

social skills and adaptation to school, better attendance and lower drop-out rates.

So, parental involvement refers to success a children in their education. Based

on Epstein’s theory there are six types of parental involvement include: parenting,

communicating, volunteering, learning at home, decision-making and collaborating

with the community. In educations process, family is important factor because family

is the first social organization that students know. Family has responsibility to supply

the students need in education. Parental involvement in education is important

because it is positively related to a child’s self-expectations for academic success.

One of parameters that use to measure the level of education success is students

learning achievement. Feng, Fan and Yang (2013) stated that learning achievement is

target measured by competences of the learner in learning which show by score.

Therefore, learning achievement is the level of student success in learning the subject

matter in schools that can show in the form of scores obtained from the results of tests

on a particular subject matter. From the definitions, if the students show good

learning achievement, it means that the educations process is success, but when

students show bad learning achievement, it means that the educations process is fail.

Therefore, in learning English, student achievement also use to measure the success

of teaching learning English language. Students English achievement refers to the

scores that students obtain in learning English after they follow teaching learning

process in particular of time.

1
 Based on the researcher observation at SMA Trisakti OKU, the reseacher got

information that most of the eleventh grade students of SMA Trisakti OKU live with

their parents. Although their live with their parents but based on the data of student

Middle Test (UTS) in the second semester at the eleventh grade student of SMA

Trisakti OKU, there were many of students got lower score.

Based on the description above, the researcher was interested to conduct

research to find out whether there was a correlation between parental involvement

and students English achievement at the eleventh grade of SMA Trisakti OKU.

B. Problem of the Research

1. Limitation of the Problem

There were many factors which able to influence the students English

achievement at school, such as motivation, intelligence, environment, parental

involvement, etc. But in this research, the researcher only focused on investigation

about parental involvement toward students’ English achievement at the eleventh

grade students of SMA Trisakti OKU.

2. Formulation of the Problem

The problem of this research was formulated into the following question:

“Was there any correlation between parental involvement and students’ English

achievement at the eleventh grade students of SMA Trisakti OKU?”

2
C. Objective of the Research

Based on the problem, the objective of this research was to find out whether

there was any correlation between parental involvement and students’ English

achievement at the eleventh grade students of SMA Trisakti OKU?”

D. Significances of the Research

The result of this research were expected to:

1. For the Reader

The result of this research could be as information about the correlations between

parental involvement and students English achievement.

2. For the Researcher

The research could be source of material in concluding similar studies or future

studies.

3. For the English Teacher

The result of this research made the teacher knew that there was an influence of

parental involvement and students’ English achievement.

E. Hypothesis

According to Fraenkel and Wallen (2012), Hypothesis is a prediction of the

possible outcomes of a study. In this research there are two kinds of hypothesis

namely the null hypothesis (Ho) and alternative hypothesis (Ha), they are:

Ha: There was any significant correlation between parental involvement and students’

English achievement at the eleventh grade students of SMA Trisakti OKU.

3
H0: There was no any significant correlation between parental involvement and

students’ English achievement at the eleventh grade students of SMA Trisakti

OKU.

F. Criteria for Testing hypothesis

The criteria of testing hypothesis were described as the following;

a. If the alpha 0.05 value is lower than the value of sig 2 tailed or (0.05< Sig), it

meant that, the null hypothesis will be accepted and alternative hypothesis be

rejected. It meant that there was no significant correlation between parental

involvement and students’ English achievement at the eleventh grade students of

SMA Trisakti OKU.

b. If the alpha 0.05 value is higher than the value of sig 2 tailed or (0.05> Sig), it

meant that, the null hypothesis will be rejected and alternative hypothesis be

accepted. It meant that there was significant correlation between parental

involvement and students’ English achievement at the eleventh grade students of

SMA Trisakti OKU.

4
 CHAPTER II

LITERATURE REVIEW

This chapter discussed; Concept of Parental Involvement, Concept of The

important of Parental Involvement, Students’ English Achievement, and related

previous study.

A. Theoretical Framework

1. Concept of Parental Involvement

In education process family factor to be very important, because family is

first social group that students known, so here parental involvement to be one of the

important factor that can influence development of the student.

According to Khan (2013) in general, the concept of parental involvement is

associated with children’s higher achievements in language and mathematics,

enrolment in more challenging programs, greather academic persistence, better

behavior, better social skills and adaptation to school, better attendance and lower

drop-out rates. Parental involvement categorized into four broad strands; Parental

involvement in children’s school-based activities, Parental involvement in children’s

at home-based activities, direct parental involvement in academic activities of

children and Indirect parental involvement in academic activities of children.

5
 Mcneal (2012) stated that parents involvement was designed to create a

partnership that allowed for greater collaboration between home and school for the

expressed purpose of improved student outcomes.

Mwirichia (2013) said that parental involvement is defined as the level of

participation that a parent has in the child’s education and school. Many parents are

tremendously involved, often volunteering to help in their child’s classroom

activities, communicating well with their child’s teachers, assisting with homework,

and understanding their child’s individual academic strengths and weaknesses.

Unfortunately, there are also many parents who are not directly involved with their

child’s education. Many schools have programs aimed at increasing parental

involvement such as games and sports, home activities, and assorted opportunities for

volunteers. The parental involvement involves; home environment, parent- school

communication, educational activities both at home and at school.

a. Home Environment

Much of the first two years of human life are spent in the creation of a child's

first "sense of self" or the building of a first identity. This is a crucial part of

children's makeup, how they first see themselves, how they think they should

function and how they expect others to function in relation to them. For this reason,

early childhood care must ensure that in addition to employing a carefully selected

and trained caretaker program, policy must emphasize links with family, home

culture and home language (UNESCO, 2000).

6
 Home environment focuses on the aspect of creating a supportive

environment for the children to study in e.g. balanced meals, safety, a reading

/homework area which has enough lighting establishing a family schedule to eat

meals as a family, setting firm rules for bedtime, extracurricular activities, setting

limit on television time, setting high but appropriate expectations, parents being

models of learning and hard work. In addition, in an ideal home environment, there

are many other important ways that parents can help their children learn. Some of

these ways include setting rules for use at home, encouragement by parents to spend

more leisure time reading than watching television.

b. Parent-school communication

School communication practices are so fundamental to involving families

in the education process, teacher preparation and professional development programs

should actively promote the development of communication skills for teachers. Good

communication between parents and teachers has many benefits. When parents and

teachers share information, children learn more and parents and teachers feel more

supported. Good communication can help create positive feelings between teachers

and parents. Schools and teachers know that good communication with parents is an

important part of their job. Teachers need to know about the children's families,

language, and culture in order to help children learn. Parents benefit because they

learn more about what goes on in school and can encourage learning at home. Most

7
importantly, children benefit by improved communication because contact between

homes and school helps children learn and succeed.

1) Chat with the teacher. One father just stops by and chats with his daughter's

teacher when he picks his daughter up from school. Through these talks they

have come to know each other and that can make it easier when it is time to

have a parent-teacher conference.

2) Join in an activity or program for parents at the school. Some parents help a

science class by doing gardening and helping children see how plants grow.

Some parents attend a parent group at school to learn how to help their

children learn at home. When parents do these kinds of things, it is a way of

telling the teacher and the child that the parent cares a lot about the child's

education and the school.

3) Talk to other people who spend time in the school. One parent knows the

school nurse and is able to talk comfortably to her. This parent is able to learn

more about the school by talking with other parents or neighbors who know

the school and can provide information.

4) Watching child in the school. One mother regularly sits in her son's classroom

at the beginning of the day for a few minutes when she drops him off. She

gets the feel of the classroom and sees how he acts with his friends and his

teacher. Sometimes parents do not have a car or someone to watch their other

children while they visit the school. Other times, parents work during the day

8
 or evening and cannot get to a meeting. But communication can happen even

without a visit to the school.

5) Talk on the phone with the teacher. One mother works full time, but is able to

take calls at her job. She gave her work number to her child's teacher. When

the child has a problem in class, the teacher can call the mother so they can

work on a solution to the problem together. Sometimes the mother will give

advice to the child over the phone.

6) Write a little note. A mother who works a swing shift job has a hard time

coming into school during school hours. Sometimes she asks her older

daughter who goes to the school to deliver a note to her young son's teacher,

to tell the teacher about a doctor's appointment or other news.

c. Parents’ participation in educational activities at home

When a child returns from school with assignment, the parents’ role is to

make sure that it has been done in the right way and at the right time. Parents

checking child’s homework, has shown a positive association with academic

achievement in some studies. Students whose parents are involved in checking their

homework showed higher achievement than students whose parents are not involved

in checking homework. Other studies, however, have shown a negative association

between parents checking their children’s homework and academic achievement.

What parents do is more important to student success than whether they are

rich or poor, whether parents have finished high school or not. Every school will

9
promote partnerships that will increase parental participation in promoting the

academic growth of children. It is known that children who spend more time on

homework, on average, do better in school, and that the academic benefits increase as

children move into the upper grades. Learning at home involves families and their

children in learning together at home, including homework and other curriculum-

linked activities and decisions. Decision making includes families as participants in

school decisions, governance, and advocacy through PTA, school councils,

committees, and other parent organizations.

d. Parents’ participation in educational activities at school

Education activities in school include provision of instruction materials,

attendance of parents meeting, attending sports day, annual academic day commonly

known as ‘academic clinic day’, parents seminars and participation in different

groups like Parent teachers association (PTA). Parents can participate in their

children's schools by joining Parent Teacher Associations (PTAs) or Parent Teacher

Organizations (PTOs) and getting involved in decision-making about the educational

services their children receive. Almost all schools have a PTA or PTO, but often only

a small number of parents are active in these groups. Such aassociations and

organizations provide flexible scheduling for school events and parent-teacher

conferences, inform parents about what their children are learning, and help parents

create a supportive environment for children's learning at home.

10
 Many schools have responded to the needs of working parents by scheduling

conferences in the evening as well as during the day, and by scheduling school events

at different times of the day throughout the year. For many parents, a major

impediment to becoming involved is lack of time. Working parents are often unable

to attend school events during the day. In addition, evenings are the only time these

parents have to spend with their children, and they may choose to spend time with

their family rather than attend meetings at school.

2. The important of Parental Involvement

According to Khan (2013) participants in all the three focus groups agreed that

parental involvement results in a number of benefits. They pointed out that benefits

are likely to accrue to the pupils, their parents and the schools.

a. Better achievement of pupils

Participants generally agreed that parental involvement results in improved

academic performance. They argued that if children realise that their parents are

interested and actively involved in their school work, they become motivated and

work hard so as not to disappoint their parents. Some participants went on to

highlight that, higher achievement may also be a result of parents monitoring and

supervising homework, talking to their children about school work, giving their

children ample study time at home, monitoring time spent on watching television at

home, and for those with computers, monitoring the sites that their children visit.

11
 b. Development of infrastructure

It was the sentiment of most participants that where parents are actively

involved, it becomes easy for schools to develop infrastructure. The interaction that

takes place when parents come into the schools, results in the creation of a symbiotic

relationship. As parents come to the schools, they may also observe areas which need

attention, school buildings which need repair as well as the adequacy of teaching -

learning facilities. Parents will more often than not respond positively to requests to

assist in developing the school, in situations where they are actively involved.

c. Sourcing of resources

It was generally agreed that parents who are actively involved in their

children’s education are aware of the schools’ shortcomings in terms of educational

resources. Such parents are more willing to source for extra resources, for example

reading materials to augment what schools have.

Based on the explanations from the expert above, the research can conclude the

school heads and teachers’ realisations of the importance of parental involvement is

very crucial for the creation of a home – school link. Where parents know that their

contribution is valued, they will not hold back information that is vital to the school.

Regarding children with special needs, parental involvement may furnish teachers

with important information that will assist schools in coming up with early

intervention strategies in order to address the child’s special learning needs.

12
3. Students English Achievement

Achievement in English learning can see from the students mastery of English

subject. Each students will obtain different achievement which depends on his or her

effort. In this research the data of students achievements in English learning will find

from the result report from institution survey.

Ghaemi and Yazdanpanah (2014) stated that, academic achievement is defined

as the grade point averages of sophomore students in English Language and

Linguistic Programs. It is important to know learning achievement. Commonly

learning achievement is about how success the learner can master the materials of the

learning object. Although the definition learning achievement will argue by different

views of scholars, most scholars support the notion.

According to Feng, Fan and Yang (2013) learning achievement is target

measured by competences of the learner in learning which are shown by score as a

sign and score. Therefore, learning achievement is the level of student success in

learning the subject matter in schools that are expressed in the form of scores

obtained from the results of tests on a particular subject matter. From the definitions,

if the students show good learning achievement, it means that the educations process

is success, but when students show bad learning achievement, it means that the

educations process has failed. Therefore, in learning English, student achievement

also use to measure the success of teaching learning English language. Students

13
English achievement refers to the scores that students obtain in learning English after

they have followed teaching learning process in particular of time.

Based on the explanation from the experts above, the researcher can conclude

student achievement in English refers to the grade point averages in English linguistic

that get by the students at school.

B. Previous Related Studies

The related previous study which related, was taken from the thesis which was

written by Sawitri, (2010), intitle ”The Correlation Between Parent’s Educational

Background and Eight Grade Students’ English Achievement at SMPN 9 OKU”.

The main objective of this study was to find out if there any significant correlation of

parental educational background to English achievemt. The population was all the

eight grade students of SMPN 9 OKU in the academic year 2010/2011 with a total

number of 200 students. The process of analyzing the data was done by using SPSS

15 for windows. The results showed that the correlation was significant in term of the

correlation coefficient was 0.633 and the correlation level signivicance was 0.000 <

0.05. it meant that alternative hypothesis (Ha) was accepted and the null hypothesis

(Ho) was rejected and the influence or contributions of parent educational

background was 0.401 or 40.1 %. Then, 0.599 or 59.9 % of students Engish

achievement of SMP N 9 OKU was determined by other factors.

The similarities of this research and the previous research is about the method

used, while the difference are the location, time and population of the study

14
 CHAPTER III
RESEARCH METHOD

In this chapter, the reseacher presented: method of research, variable of the

research, operational definition, population and sample of the research, techniques for

collecting data, techniques for analyzing the data were presents.

A. Method of the Research

This research used correlational designs. According to Cresswell (2012)

Correlational designs provide an opportunity for you to predict scores and explain the

relationship among variables. In correlational research designs, investigators use the

correlation statistical test to describe and measure the degree of association (or

relationship) between two or more variables or sets of scores. In this research the

writer wanted to find out the correlation between parental involvement and student’s

english achievement at the eleventh grade students of SMA Trisakti OKU. It means

that this research focused on describing the parental involvement and student’s

english achievement.

B. Variable of the Research

According to Fraenkel and Wallen (2009), a variable is a concept a noun that

stands for variation within a class of objects, such as chair, gender, eye color,

achievement, motivation, or running speed, Even spunk, style, and lust for life is

variables.

15
 Therefore, based on the explanation above, variable are as the conditions or

characteristics that the experimenter manipulates controls and observers. In this

research, there were two variables, independent and dependent variables. An

independent variable was a variable which influence the dependent variable and the

independent variable was the variable which influenced by independent variable. In

this research, the dependent variable was student’s English achievement and

independent variable was parental involvement.

C. Operational Definitions

To avoid missunderstanding, the researcher make some keywords to be

understand as follow:

a. Correlation

Correlation means the state of being connected between two parties.

b. Parental Involvement

Parental involvement refers to involvement their parents in education of their

children’s.

c. Student’s English Achievement

Students English achievement refers to the scores that students obtain in learning

English after they have followed teaching learning process in particular of time.

16
D. Population and Sample of the Research

1. Population of the Research

According to Fraenkel and Wallen (2012), population refers to all the

members of a particular group. The population of this research was all the Eleventh

grade students of SMA Trisakti OKU in the academic year 2017/2018. The total

number of population were 60 students. The population of this research show in table:

Table 1
Population of the study

No Class Total

1 XI IPA 30

2 XI IPS 30

Total 60

Source : Administration of SMA Trisakti

2. Sample of the Research

According to Fraenkel and Wallen (2012), a sample is any part of a

population of individuals on whom information is obtained.

Arikunto (2010) stated that if sample is more than 100 students, the sample

is taken between 10-15% or 20-25% or more. But if it less than 100 students, it is

better to take all of them as a sample. Because the number of population is less than

100 students, so the reseacher was taken all the population as the sample. The table

below describes the sample in this research:

17
 Table 2
Sample of the study

No Class Total

1 XI IPA 30

2 XI IPS 30

Total 60

Source : Administration of SMA Trisakti

E. Technique for Collecting the Data

In this research the researcher used a questionare and documentation.

1. Questionnaire

According to Cohen et al., (2005) the questionnaire is widely used and useful

instrument for collecting survey information, providing structured, often numerical

data, being able to be administreted without the presence of the researcher and often

being comparatively straightforward to analyze. It means that the questionnaire was a

set of questions for obtaining statistically useful or personal information from

individual.

In this research, the researcher used likert scale, where questionnaires are

compiled by providing a complete answer options so that respondents only choose

one answer provided. The questionnaire is consisted of 25 items. Therefore, the

specification of instruments is presented on the following table:

18
 Table 3

Specification of Questionnaire

Objective Indicator Number of item

to find out parental Home Environment 1-6

involvement of the
eleventh grade Parental-school 7-12
students of SMA communication
Trisakti OKU Educational activities at 13-18
home

Educational activities at 19-25

school

2. Documentation

The researcher used documentation to get data of students score report to find

out the students achievement in English. The researcher took score of student’s

progress report From English teacher who teaches at the Eleventh grade of SMA

Trisakti OKU. The researcher used student’s English score of the second semester at

the Eleventh grade with academic year 2017/2018.

F. Technique for Analyzing the Data

In analyzing the data obtain from the questionnaire, the researcher used the

following procedures, as a follow:

1. The analyzes of Questionnaire

19
 Researchers used Likert Scale as a guide for asking questions with five

alternative answers always, often, sometimes, seldom and never to the questionnaire

parental involvement. The researcher asked the students to choose the appropriate

response related to the questionnaire. In this questionnaire, the score classified with

the following details:

Table 4

Questionnaires Criteria

Criteria Range

Always 5

Often 4

Sometimes 3

Seldom 2

Never 1

Source: Sugiyono (2013)

To know the level criteria of parental involvement below score range levels:

20
 Table 5

Interpretation of Score Point of Parental Involvement Level

Parental Involvement Point

High 92 - 96

Moderate 87,2 – 91,2

Low 69,6 – 85,6

2. Students’ percentage

According to Sudijono (2012) to calculate the students’ percentage point of

questionnaire, and student’s English’s report score as follow:

%
Where: P: Percentage of students’ point/score

F: Frequencies of students’ point/score

N: The total of sample

3. The Analyze of Score Report of Students

The researcher took the score of student’s progress report From English teacher

who teach at the Eleventh grade of SMA Trisakti OKU. To know the level criteria of

English Achievement below score range levels:

21
 Table 6
Interpretation of Score Range of English Achievement Level
No Score Range Conversion

1 >91 A

2 81< = Nilai <91 B

3 71< = Nilai <81 C

4 < 71 D

(source : SMA Trisakti OKU)

4. Correlation

To find out the correlation of this research, the writer used Statistical Package

for Service Solution (SPSS) version 20. The writer used the correlation analysis to

find out the correlation study between parental involvement (variable X) and

students’ English achievement (variable Y), the criteria were described as the

following according Riduwan and Sunarto (2009, p. 278);

a. If the alpha 0.05 value is lower than the value of sig 2 tailed or (0.05< Sig), it
meant that, the null hypothesis will be accepted and alternative hypothesis be
rejected. It meant that there was no significant correlation between parental
involvement and students’ English achievement at the eleventh grade students of
SMA Trisakti OKU.
b. If the alpha 0.05 value is higher than the value of sig 2 tailed or (0.05> Sig), it
meant that, the null hypothesis will be rejected and alternative hypothesis be
accepted. It meant that there was significant correlation between parental
involvement and students’ English achievement at the eleventh grade students of
SMA Trisakti OKU.

22
 CHAPTER IV

FINDING AND INTERPRETATION

In this chapter consists of two parts, findings of this study and interpretation

of the study. The findings part presents the result of data obtained. After the data was

analyzed, the interpretations were made.

A. Findings

This part describes the result of the questionnaire which aimed to find out

parental involvementand students’ english achievement at the eleventh grade students

of SMA Trisakti OKU.

1. The Result of Students’ Parental Involvement

In collecting the data of the parental involvement, the writer analyzed

responses from the questionnaire. Table 7 showed the results of the questionnaire of

parental involvement.

23
 Table 7
The Analyzing of Parental Involvement
Students’ Options Conversion of Responses
Code
Item
H Total Point Category
Name K T Num HT
SL S T ber
SL S KK TP
No K P P
P

5 4 3 2 1

Mode
1 AG 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

2 AS 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low

3 AK 18 7 0 0 0 25 90 28 0 0 0 118 94.4 High

Mode
4 AP 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

5 AS 10 5 5 5 0 25 50 20 15 10 0 95 76 Low

Mode
6 AP 17 5 3 0 0 25 85 20 9 0 0 114 91.2
rate

AZ Mode
7 19 1 4 1 0 25 95 4 12 2 0 113 90.4
K rate

Mode
8 HA 18 4 1 0 0 23 90 16 3 0 0 109 87.2
rate

Mode
9 KM 17 4 2 1 1 25 85 16 6 2 1 110 88
rate

10 LAS 15 7 3 0 0 25 75 28 9 0 0 112 89.6 Mode

24
 rate

11 L 10 4 2 6 3 25 50 16 6 12 3 87 69.6 Low

Mode
12 LH 15 8 2 0 0 25 75 32 6 0 0 113 90.4
rate

Mode
13 N 17 5 3 0 0 25 85 20 9 0 0 114 91.2
rate

14 N 10 5 5 5 0 25 50 20 15 10 0 95 76 Low

15 OS 18 4 3 0 0 25 90 16 9 0 0 115 92 High

Mode
16 PA 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

17 PRJ 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low

Mode
18 RS 15 8 2 0 0 25 75 32 6 0 0 113 90.4
rate

Mode
19 RJ 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

20 RW 11 5 5 4 0 25 55 20 15 8 0 98 78.4 Low

Mode
21 RG 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

Mode
22 RDS 15 8 2 0 0 25 75 32 6 0 0 113 90.4
rate

23 RA 17 5 3 0 0 25 85 20 9 0 0 114 91.2 Mode

25
 rate

24 RM 10 4 2 6 3 25 50 16 6 12 3 87 69.6 Low

RA Mode
25 18 7 0 0 0 25 90 28 0 0 0 118 94.4
H rate

Mode
26 RS 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

27 R 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low

28 S 10 5 5 5 0 25 50 20 15 10 0 95 76 Low

Mode
29 SW 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

30 S 18 5 2 0 0 25 90 20 6 0 0 116 92.8 High

Mode
31 AM 17 5 3 0 0 25 85 20 9 0 0 114 91.2
rate

32 YP 10 3 4 7 1 25 50 12 12 14 1 89 71.2 Low

33 J 18 6 1 0 0 25 90 24 3 0 0 117 93.6 High

Mode
34 LU 17 4 2 1 1 25 85 16 6 2 1 110 88
rate

Mode
35 RA 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

AM
36 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low
M

37 IP 15 1 0 0 0 25 75 40 0 0 0 115 92 High

26
 0

Mode
38 RS 19 1 4 1 0 25 95 4 12 2 0 113 90.4
rate

Mode
39 JK 18 6 1 0 0 25 90 24 3 0 0 117 93.6
rate

Mode
40 AP 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

MA
41 10 4 2 6 3 25 50 16 6 12 3 87 69.6 Low
A

42 SD 10 5 5 5 0 25 50 20 15 10 0 95 76 Low

Mode
43 AB 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

Mode
44 S 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

AD
45 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low
A

10
46 AP 20 5 0 0 0 25 20 0 0 0 120 96 High
0

Mode
47 BPP 18 4 2 1 0 25 90 16 6 2 0 114 91.2
rate

BN 10
48 20 5 0 0 0 25 20 0 0 0 120 96 High
AW 0

49 BI 10 5 5 5 0 25 50 20 15 10 0 95 76 Low

27
 Mode
50 CPP 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

51 DL 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low

52 DM 19 5 1 0 0 25 95 20 3 0 0 118 94.4 High

DA Mode
53 18 4 2 1 0 25 90 16 6 2 0 114 91.2
L rate

Mode
54 ES 15 5 5 0 0 25 75 20 15 0 0 110 88
rate

ER
55 10 4 2 6 3 25 50 16 6 12 3 87 69.6 Low
H

Mode
56 PD 19 1 4 1 0 25 95 4 12 2 0 113 90.4
rate

Mode
57 FS 16 4 4 1 0 25 80 16 12 2 0 110 88
rate

58 H 15 5 3 1 1 25 75 20 9 2 1 107 85.6 Low

1
59 HR 15 0 0 0 25 75 40 0 0 0 115 92 High
0

60 HG 13 8 1 1 2 25 65 32 3 2 2 104 83.2 Low

2 1
8 2 46 11 48 17
Total 932 9 6 24 6515 5212
8 4 60 72 3 6
3 1

28
 4 2 1
0
. . . 77 19. 8.0 2.9
Mean 15.5 . 0.4 109 86.9 Low
8 6 4 .7 5 5 3
4
8 8 7

The reseacher gave the questionnaire’s sheet on July 17th 2018 for 60 students

of the eleventh grade students of SMA Trisakti OKU in academic year 2017/2018.

From the result of the questionnaire, the reseacher found that many of students stated

that parental involvement toward English achievement in Low criteria because the

mean of the parental involvement point was 86.9.

2. Frequency of Students’ Point for Parental Involvement

Based on the result of the questionnaire, the researcher describes the

frequency of students’ score were on the table 8.

Table 8
The Frequency of the Students’ Parental Involvement

Score Percentage
No Criteria Frequency
Range
%

1 92 - 96 High 10 16,66

2 87,2 –91,2 Moderate 31 51,66

3 69,6 – 85,6 Low 19 31,66

Total 60 100%

29
 Based on the calculation there were 10 students (16,66%) who were in the point

about 92 – 96 or in high criteria, 31 students (51,66%) who kept point 87,2 –91,2 in

moderate criteria and 19 students (31,66%) who kept point 69,6 – 85,6 or in low

criteria . The result of students’ criteria point could be seen on the following chart:

Chart 1
The Students’ Criteria Point

31,66% 16,66%

High Moderate

Low
51,66%

3. The Student’s English Achievement

The students’ English achievement’s score of their report for the second

semester in academic year 2017/2018 of the eleventh grade students at SMA Trisakti

OKU was displayed into following table.

Table 9
The Score Distribution of the Students’ English Achievement

30
 Student's Code
No Nilai Category
Name

31
1 AG 82.5 B

2 AS 76.5 C

3 AK 80 C

4 AP 80 C

5 AS 82.5 B

6 AP 82.5 B

7 AZK 79 C

8 HA 78.5 C

9 KM 82.5 B

10 LAS 77.5 C

11 L 71 C

12 LH 82.5 B

13 N 85 B

14 N 80 C

15 OS 78.5 C

16 PA 79 C

17 PRJ 80 C

18 RS 82.5 B

19 RJ 78.5 C

20 RW 80 C

21 RG 78.5 C

22 RDS 78.5 C

23 RA 83.5 B

32
24 RM 77.5 C

25 RAH 82.5 B

26 RS 77 C

27 R 78 C

28 S 80 C

29 SW 87 B

30 S 82.5 B

31 AM 76.5 C

32 YP 77 C

33 J 80 C

34 LU 82.5 B

35 RA 82.5 B

36 AMM 79 C

37 IP 83.5 B

38 RS 83.5 B

39 JK 83.5 B

40 AP 80 C

41 MAA 77 C

42 SD 76.5 C

43 AB 80 C

44 S 78.5 C

45 ADA 79 C

33
 46 AP 80 C

47 BPP 83.5 B

48 BNAW 82.5 B

49 BI 80 C

50 CPP 78.5 C

51 DL 78.5 C

52 DM 83.5 B

53 DAL 83.5 B

54 ES 82.5 B

55 ERH 77 C

56 PD 78 C

57 FS 80 C

58 H 87 B

59 HR 82.5 B

60 HG 78.5 C

Total 4818
C
Mean 80.3

From table above it was found that the total of students’ score was 4818, and

the mean of students score was 80.3.

4. Frequency of Students’ Score Criteria

34
 Based on the result of the students’ report, the researcher described the

frequency of students’ score criteria were on the table 11.

Table 10
The Score Distribution of the Students’ English Achievement

Category
Score Conversion
Frequency Percentage

82,5-87 B 23 38.33

71-80 C 37 61.67

Total 60 100

Based on the table above, it was found that there were 23 students who got

score B or in range 82,5-87, and there were 37 students who got score C or in range

71-80. The result of students’ percentage score could be seen on the chart 2:

Chart 2
Students’ Distribution of Students’ English Achievement

35
 Score Range

38,33%
82,5-87
71-80
61,67%

From the chart above, it could be seen that the eleventh grade students of

SMA Trisakti OKU in academic year 2017/2018 most of student’s mean score was

80.3 or fair level.

3. The Coefficient Correlation

The reseacher used the coefficient correlation analysis to find out the

correlation coefficient of independent variable (parental involvement) and dependent

variable (students’ English achievement). In this research, the researcher used spss

version 20 to calculate the correlation between parental involvement and students’

English achievement. The result of the calculation was shown on the table 11 below:

Table 11
Correlations

36
 Parental English
involvement achievement

parental involvement Pearson Correlation 1 .493**

Sig. (2-tailed) .000

Sum of Squares and Cross-

2969.973 590.800
products

Covariance 50.339 10.014

N 60 60

english achievement Pearson Correlation .493** 1

Sig. (2-tailed) .000

Sum of Squares and Cross-

590.800 483.100
products

Covariance 10.014 8.188

N 60 60

**. Correlation is significant at the 0.01 level (2-tailed).

The reseacher took the scores of students’ English achievement and parental

involvement’s questionnaire, and analyzed those scores in order to find out whether

there is any correlation between the scores of parental involvement and those score of

English achievement by using SPSS 20. Based on the result of SPSS 20, the value of

sig 2 tailed was 0.000, it was lower than alpha 0.05 from the value of correlation of

sig 2 tailed, so the alternative hypothesis was accepted and the null Hypothesis was

rejected, it meant that there was a correlation between parental involvement and

students’ english achievement.

37
 Based on calculations of using SPSS version 20, it was obtained that

coefficient values of correlation between parental involvement and students’ English

achievement was 0.493, where the value of r table with df = N - Nr means 60 - 2 = 58

(consulting Table Value "r"), at significance level 5 % was 0, 254, because r obtained

was higher than r table (0.493>0.254), so there was significant correlation between

parental involvement and students’ English achievement at the eleventh grade

students of SMA Trisakti OKU.

Based on the explanation above, the writer concluded that there was

significant correlation between parental involvement and students’ English

achievement at eleventh grade students of SMA Trisakti OKU. So, the writer

concluded that the null hypothesis (H o) unacceptable and the alternative hypothesis

(Ha) of this research was accepted. It meant that there was any significant correlation

between parental involvement and students’ English achievement at eleventh grade

students of SMA Trisakti OKU.

B. Interpretation of the Study

38
 Based on finding the reseacher found that the eleventh grade students of SMA

Trisakti OKU in academic year 2017/2018 had low criteria in parental involvement,

since the mean of students’ score was in low criteria. Based on the result of English

achievement analysis the researcher got the students’ mean score in English

achievement was in fair level, so it meant that that the eleventh grade students of

SMA Trisakti OKU in academic year 2017/2018 had fair level in English

achievement.

Based on the result of the questionnaire, the researcher r found that there was

any significant correlation between parental involvement and students’ English

achievement at eleventh grade students of SMA Trisakti OKU in academic year

2017/2018. It meant that research hypothesis (H a) was accepted and null hypothesis

(H0) was rejected. The value of sig 2 tailed was 0.000, it lower than alpha 0.05. From

the value of correlation and sig 2 tailed, it meant that there was a correlation between

parental involvement and students’ english achievement. Based on the explanation

above, the reseacher concluded that there was significant correlation between parental

involvement and students’ English achievement at the eleventh grade students of

SMA Trisakti OKU.

CHAPTER V
CONCLUSION AND SUGGESTION

39
 In this chapter, the researcherr want to give the conclusion and suggestions

related to the research. The conclusion was drawn based on finding and interpretation

in the interpretation in the previous chapter.

A. Conclusion

Based on the result of the data analysis and the hypothesis by using SPSS version

20, the writer would like to give some conclusion as follows:

1. There was significant correlation between parental involvement and

students’ English achievement of the eleventh grade students of at eleventh

grade students of SMA Trisakti OKU.

2. From the value of correlation and sig 2 tailed, shown that alpha 0.05 value is

higher than the value of sig 2 tailed.

B. Suggestions

In this result of research the writer wanted to give the following

suggestions for teachers in SMA Trisakti OKU, for the students, and the other

researchers.

1. For the teacher

In teaching and learning process, the important thing is the teacher must be

friendly and be a good motivator for the students.

The English teacher of the eleventh grade students of at SMA Trisakti OKU

are suggested to be more active, creative, and innovative in teaching English.

40
 2. For the Students

The eleventh grade students of at SMA Trisakti OKU are suggested to keep

on motivating and improving their English Achievement, and motivate themselves to

learn more seriously.

3. For the other Researcher

To other researcher, this study can be used as a reference if they should

make further research in this component. The researcher suggests the other

researchers to be more creative in investigating the correlation between students’

parental involvement and Students’ English Achievement to get better result on the

next research.

REFERENCES

41
Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktik. Jakarta : PT
Rineka Cipta.

Chavez, A.D. (2014). Connection between parental involvement and academic

achievement among hispanic and non hispanic students. Imperial Journal of
Interdisciplinary Research (IJIR), 2 (6), 43. Retrieved from
http://www.staff.amu.edu.pl/~inveling/pdf/malgorzata_martynska_inve11.pdf

Cohen, L., L. Manion, & K. Morrison (2005). Research methods in education(6th ed.).
New York: Routledge Falmer.

Feng, Y., Fan J., & Yang, Z. (2013). The relationship of learning motivation and
achievement in EFL gender as an intermidiate variable. Educational Research
International, 2(2), 51-52. Retrieved from
http://i-lib.ugm.ac.id/jurnal/detail.php?dataId=2124

Fraenkel & Wallen, H. (2012). How to design and evaluate research in Education
(8th ed). McGraw-Hill.

Fraenkel & Wallen, H. (2009). How to design and evaluate research in Education
(8th ed). McGraw-Hill.

Ghaemi, F., & Yazdanpanah, M. (2014). The relationship between socio economic
status and academic achievement in the EFL classroom among Iranian
university students. Eouropean journal of English language and literature
studies, 2(1), 49-57. Retrieved from http://psycnet.apa.org/index.cfm?
fa=buy.optionToBuy&id=1939-00769-001

Khan, M.A. (2013). Parental involvement and academic achievement; a study on

secondary school students of Lahore, Pakistan. International Journal of
Humanities and Social Science, 3 (8), 210-214.

Mafa, O., & Esther, M . (2013). The involvement of parents in the Education of their
children in Zimbabwe’s Rural primary schools: The case of Matabeleland
North Province. IOSR journal of Research & Methode in Education, 1, 38-
40.

Mwirichia, V. M. (2013). Influence of Parental Involvement on Academic

Performance of Preschool Children in Kangeta Division, Meru County, Kenya.

42
 British Journal of English Linguistics 2 (3), 2007,1-15. Retrieved from
http://www.vjolt.net/archieve.php.

Mcneal, L. (2012). Understanding parental involvement in American Public

Education. International Journal of Humanities and Social Science, 2 (19),
41. Retrieved from http://www.rcgd.isr.umich.edu/garp/articles.

Nurgiyantoro, B. (2013). Penilaian pembelajaran bahasa berbasis kompetensi.

Yogyakarta: BPFE-Yogyakarta.

Riduwan & Sunarto, H. (2009). Pengantar statistika. Bandung: CV. Alfabeta

Sudijono, A. (2011). Pengantar statistik pendidikan, Jakarta: Raja Grafindo Persada.

Sugiyono. (2009). Metode penelitian kuantitatif, kualitatif and R&D, Bandung : CV.
Alfabeta

UNESCO (2000). Framework for action on values of education in early childhood.

ECF Values, Early Education and Family Education Unit, UNESCO

Warahmah, M. (2012). The correlation between parents’ socialeconomic condition

and English students learning achievement. Mediterranean Journal of Social
Science, 3, 82-83. Retrieved from
http://www.rcgd.isr.umich.edu/garp/articles/eccle s96o.pdf

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APPENDICES

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Warning # 849 in column 23. Text: in_ID
The LOCALE subcommand of the SET command has an invalid parameter.
It could
not be mapped to a valid backend locale.
CORRELATIONS
/VARIABLES=x y
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
Correlations
Notes

Output Created 20-AUG-2018 21:27:28

Comments
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N of Rows in Working Data File 60
User-defined missing values
Definition of Missing
are treated as missing.
Statistics for each pair of
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variables are based on all the
Cases Used
cases with valid data for that
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CORRELATIONS
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Processor Time 00:00:00,06
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[DataSet0]
Correlations

parental english

Pearson Correlation 1 ,493**

parental Sig. (2-tailed) ,000

N 60 60
**
Pearson Correlation ,493 1

english Sig. (2-tailed) ,000

N 60 60

57
**. Correlation is significant at the 0.01 level (2-tailed).

58
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DOCUMENTATION OF THE RESEARCH

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