THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA
DOI:
https://doi.org/10.36665/elp.v11i1.1126Keywords:
Parents’ Involvement, non-English speaking parents, students’ persistency, English language achievementAbstract
This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement.
References
Abdullah, M. R., Rashid, I. Z. I., & Mohamed, N. F. (2020). Exploring persistence factors of students in agricultural science. Journal of Educational and Social Research. https://doi.org/10.36941/jesr-2020-0062
Alamer, A. (2021). Grit and language learning: Construct validation of L2-grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562. https://doi.org/10.1080/01443410.2020.1867076
Ana, M. G. R., Hernández, A. G., & Santisteban, J. I. N. (2024). Strategies that promote student success and wellness through parental involvement and engagement in K-12. Advances in Early Childhood and K-12 Education. https://doi.org/10.4018/979-8-3693-1451-7.ch007
Angraini, N. (2016). Types of English language test. Global Expert: Jurnal Bahasa dan Sastra, 5(1). https://doi.org/10.36982/jge.v5i1.139
Aradhana, C., & Sachdeva, R. (2023). Role of parental involvement in student education with special reference to private college in Delhi. Turkish Journal of Physiotherapy and Rehabilitation, 44(4), 2134. https://doi.org/10.52783/tjjpt.v44.i4.2134
Azkiyah, W., Haryono, V. F., Fitriyyah, W. N., & Fidrayani, F. (2024). Pengaruh pengetahuan parenting terhadap keterlibatan orang tua di lembaga PAUD. Ta’rim, 5(3), 30–36. https://doi.org/10.59059/tarim.v5i3.1322
Baker, A. J. L., Kessler-Sklar, S., Piotrkowski, C. S., & Parker, F. L. (1999). Kindergarten and first-grade teachers’ reported knowledge of parents’ involvement in their children’s education. Elementary School Journal, 99(4), 367–380.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Batool, T., & Riaz, J. (2019). Variations in parental participation in curricular and co-curricular activities of university students. Global Social Sciences Review, 4(4), 239–249. https://doi.org/10.31703/GSSR.2019(IV-IV).31
Bulut, H. (2017). Turkish adult learners’ approach to learning English with regard to motivation, attitudes, reasons, and willingness to communicate [Master’s thesis, Ça? University]. https://platform.almanhal.com/Reader/Thesis/2000200884
Chung, C.-Y., & Hsiao, I.-H. (2020). Investigating patterns of study persistence on self-assessment platform of programming problem-solving. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 162–168. https://doi.org/10.1145/3328778.3366827
Claudia, N., & Paun, N. (2024). The parental impact on education: Understanding the correlation between parental involvement and academic results. Acta Educationis Generalis, 14(2), 16–26. https://doi.org/10.2478/atd-2024-0009
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Dancey, C. P., & Reidy, J. (2020). Statistics without maths for psychology (7th ed.). Pearson Education Limited.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In Handbook of theories of social psychology (Vol. 1, pp. 416–437). SAGE. https://doi.org/10.4135/9781446249215.n21
Duckworth, A. (2016). Grit: The power of passion and perseverance. Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
Epstein, J. L., & Van Voorhis, F. L. (2010). School counselors' roles in developing partnerships with families and communities for student success. Professional School Counseling, 14(1), 1–14. https://doi.org/10.1177/2156759X1001400102
Espina, S., Opingo, K., Calasang, V., Mangubat, R., Linox, D., & Opingo, K. M. (2024). Impact of parental involvement and student behavior on academic achievement. World Journal of Higher Education Research, 4(3). https://doi.org/10.22049/wjher.4.3
Fahmi, B., et al. (2014). A study on parental supports to children in learning English in elementary. Jurnal Pendidikan dan Pembelajaran Untan, 3(5).
Forey, G., Besser, S., & Sampson, N. (2016). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3), 383–413. https://doi.org/10.1177/1468798415587469
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Allyn & Bacon.
Härkönen, U. (2007). The Bronfenbrenner ecological systems theory of human development. In Scientific Articles of V International Conference PERSON.COLOR.NATURE.MUSIC (pp. 1–17). Daugavpils University.
Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310–331.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.
Ida, A. G. W., & Surya, I. G. E. K. (2021). The role of parents to realize character education through three mottos of Ki Hadjar Dewantara in online learning. Indonesian Journal of Humanities and Social Sciences Research, 5(1). https://doi.org/10.25078/ijhsrs.v5i1.2230
Isna, I. (2016). Parents’ involvement in supporting their children learn English. Journal on English as a Foreign Language, 6(2). https://doi.org/10.23971/jefl.v6i2.433
Jacqueline, S. S. (2024). Academic persistence in an online course or program. In Springer Texts in Education. https://doi.org/10.1007/978-3-031-54439-2_3
Jasley, L. D., Agbayani, G. Y., Montes, A., Muñoz, B. M. D., Carreon, F. D. A., Antonio, J. A. S., & Galang, J. R. F. (2024). Parental involvement in curricular performance of students at risk. International Journal of Multidisciplinary, 5(6). https://doi.org/10.11594/ijmaber.05.06.27
Jian, T., & Xu, Y. (2022). Parental support for young learners’ online learning of English in a Chinese primary school. System, 102718. https://doi.org/10.1016/j.system.2021.102718
Jung, M., & Jang, J.-W. (2023). Academic persistence intention and influencing factors among graduate students in special graduate schools. Korean Association for Learner-Centered Curriculum and Instruction.
Kälin, S., & Oeri, N. (2024). Linking persistence and executive functions with later academic achievement. International Journal of Behavioral Development, 48(5), 442–449. https://doi.org/10.1177/01650254241265596
Kim, Y., & Hill, N. E. (2020). The role of parental involvement in academic and behavioral outcomes: A comprehensive review. Journal of Educational Research, 2945–4190.
Krosnick, J. A. (1991). Response strategies for coping with the cognitive demands of attitude measures in surveys. Applied Cognitive Psychology, 5(3), 213–236. https://doi.org/10.1002/acp.2350050305
Krosnick, J. A., & Fabrigar, L. R. (1997). Designing rating scales for effective measurement in surveys. In L. Lyberg et al. (Eds.), Survey measurement and process quality (pp. 141–164). Wiley.
Lim, W.-T. (2021). Impacts of parental involvement and parents’ level of education on student’s academic accomplishment. Education Journal, 10(1), 35. https://doi.org/10.11648/j.edu.20211001.15
Marzulina, L., Pitaloka, N. L., Herizal, H., Holandyah, M., Erlina, D., & Lestari, I. T. (2018). Looking at the link between parents’ educational backgrounds and students’ English achievement. Indonesian Research Journal in Education (IRJE), 2(1), 51–60. https://doi.org/10.22437/irje.v2i1.4425
Masykur. (2017). An analysis of first language acquisition children. Wiralodra English Journal (WEJ), 1(1), 7–13. https://doi.org/10.31943/wej.v1i1.12
Mikami, H. (2023). Revalidation of the L2-grit scale: A conceptual replication of Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. Language Teaching, 57(2), 274–289. https://doi.org/10.1017/s0261444822000544
Permana, D. R. (2018). The role of input, interaction, and negotiation in second language acquisition. LINGUIST Journal of Linguistics and Language Teaching, 4(2), 32–39.
Ramón, F. (2015). Successful educational actions through family involvement. In Family involvement and educational success (pp. 35–50).https://doi.org/10.1007/978-3-319-11176-6_5
Sabirova, S. S. (2022). Parental involvement in the educational affairs of junior schoolchildren of a modern general educational organization. Pedagogical Education and Science, 6, 51–56. https://doi.org/10.56163/2072-2524-2022-6-51-56
Sri, W., & Mua’dib, M. G. (2023). The role of parents in enhancing children’s English skills: Evidence from Indonesia. Lectura: Jurnal Pendidikan, 14(2). https://doi.org/10.31849/lectura.v14i2.14309
Stevens, S. S. (1946). On the theory of scales of measurement. Science, 103(2684), 677–680. https://doi.org/10.1126/science.103.2684.677
Zengxia, Z. (2024). Parent’s involvement in homework: The effects of parental reactions to pupils’ emotions on academic performance. Journal of Education, Humanities and Social Sciences. https://doi.org/10.54097/r9x9r503
Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer-Verlag.
