The Relationship Between Parental Involvement and English Reading Achievement of First Grade Students at X Christian School, Tangerang  

Oleh:

Suciady, Irene Jessica ; Winardi, Yonathan

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 824-832.
Topik: Parental involvement; Reading achievement; Grade 1; Christian school
Fulltext: hal 824.pdf (16.58MB)

Isi artikel

Parental involvement is believed and encouraged in Christian schools as it is the parents’ right and responsibility to educate their children and the schools are actually just partners. However, it is not an easy task to do for many parents since they may not have the knowledge, skills, or passion to do so. Moreover, there are still few studies which focus on parental involvement and reading achievement in a foreign language setting. Therefore, this research is done to fill that gap so parents may know the kinds and the relationship of parental involvement especially in the area of English proficiency, in English reading achievement.The research design was a mixed-method design, combining the quantitative and qualitative approaches. The data collection involves the quantitative and qualitative data collections conducted consecutively. The quantitative data collection was done by distributing the questionnaires to 45 participants and collecting data from teacher’s report about first grade students’ English reading scores at X Christian school, while the qualitative data collection was done by interviewing 5 participants. The participants in the questionnaires and interviews were the first grade parents at X Christian school, Tangerang, Indonesia. The study results show that there was a high involvement and a good English reading achievement at X Christian school. The central tendency also shows that there was a high relationship between eight scales of home-based parental involvement activities and English reading achievement in this study. Future suggestions will also be described to improve parental involvement for better English proficiency in reading.

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