Parental Involvement and English Language Achievement: A Survey of English Education Students at a Private University in Indonesia

Nurhasanah Nurhasanah; M. Arbain

doi:10.61132/fonologi.v3i4.2604

Authors

Nurhasanah Nurhasanah Universitas Islam Kalimantan Muhammad Arsyad Al Banjari
M. Arbain Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

DOI:

https://doi.org/10.61132/fonologi.v3i4.2604

Keywords:

English Achievement, English Education, Parental Involvement, Second Language Learning, University Students

Abstract

Parental involvement is widely acknowledged as a key factor in student academic success, particularly in second language acquisition. However, its impact at the university level, especially among pre-service English teachers, remains underexplored. This study investigates the relationship between parental involvement and English language achievement among first-year English Education students at Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin (UNISKA). Employing a quantitative survey design, data were collected from 36 purposively selected participants using a structured Likert-scale questionnaire. The instrument measured both the forms and frequency of parental involvement and students’ self-reported performance in English-related subjects. Data were analyzed using descriptive statistics and Pearson Product-Moment Correlation via SPSS 26. Findings indicate that students generally perceive moderate to high levels of parental involvement, especially in providing academic resources, financial support, and attending university-related events. However, involvement in educational decision-making and career discussions was notably low. A significant positive correlation was found between parental involvement and students' academic performance, particularly in aspects such as discipline, assignment completion, and encouragement. Emotional impacts such as increased motivation or reduced anxiety showed more mixed responses. These findings highlight the enduring influence of parental support in higher education and suggest further exploration of its emotional dimensions.

Downloads

Download data is not yet available.

References

Amin, S., & Lestari, I. (2023). Family support and academic success among EFL university learners. Asian EFL Journal, 25(2), 145–158. https://doi.org/10.5430/aefl.v25i2.9342

Astuti, Y., & Prasetyo, D. (2022). Parental involvement and English achievement in Indonesian high schools. Journal of Language Teaching Research, 11(1), 70–80. https://doi.org/10.2991/jltr.v11i1.1023

Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Creswell, J. W., & Guetterman, T. C. (2020). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Daniels, H. (2020). Vygotsky and pedagogy. Routledge.

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Fauzi, R., & Kurniawan, D. (2021). Cultural values and parental roles in Indonesian student learning. International Journal of Educational Development, 86, 198–210. https://doi.org/10.1016/j.ijedudev.2021.102493

González-Peiteado, M., Álvarez-Pérez, P., & Rodríguez-López, B. (2021). Parental involvement and academic achievement in adolescence: A systematic review. Education Sciences, 11(3), Article 108. https://doi.org/10.3390/educsci11030108

Harahap, F., & Yanti, N. (2023). The influence of parental control on EFL performance. Indonesian Journal of Educational Research, 9(3), 128–138. https://doi.org/10.7454/ijer.v9i3.12345

Hidayat, T., & Sutrisno, D. (2022). Motivation and family involvement in tertiary EFL learning. Journal of Language Pedagogy, 18(2), 75–84. https://doi.org/10.17509/jlp.v18i2.33456

Kim, S., & Hill, N. E. (2022). Parental engagement and academic success: A cross-national analysis. Comparative Education Review, 66(1), 1–20. https://doi.org/10.1086/716345

Kraft, M. A., & Monti-Nussbaum, M. (2020). The effect of family involvement on academic achievement: A meta-analysis. Educational Researcher, 49(2), 123–138. https://doi.org/10.3102/0013189X20912721

Lee, C., & Nurhadi, B. (2023). Socioeconomic factors and English education in Southeast Asia. TESOL International Journal, 18(1), 90–100. https://doi.org/10.2139/ssrn.4321003

Mustofa, M., & Wulandari, S. (2023). Family literacy and student performance in Indonesian universities. Education and Society, 41(2), 219–230. https://doi.org/10.1007/s10649-023-10123-y

Nasution, R., Widya, N., & Salim, H. (2023). Investigating academic success among Indonesian university students. Journal of Southeast Asian Higher Education, 12(3), 280–295. https://doi.org/10.52963/jsahe.v12i3.231

Nugroho, A., Marzuki, S., & Tania, D. (2023). Family engagement and EFL learning outcomes. Journal of Applied Linguistics in Indonesia, 5(1), 100–110. https://doi.org/10.31219/osf.io/engl234

Nuraini, R., & Chong, L. (2022). Home literacy environment and English learning. International Journal of Educational Psychology, 11(2), 80–95. https://doi.org/10.17583/ijep.2022.5648

Nurdin, M., & Salim, F. (2022). Practical guidance in educational survey research. Journal of Educational Methodology, 10(3), 95–105. https://doi.org/10.7454/jem.v10i3.23784

Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education.

Park, J., & Siregar, N. (2021). Financial and emotional support in Indonesian university education. Higher Education Review Asia, 10(4), 238–250. https://doi.org/10.1080/hera.2021.00456

Putri, R., & Ramadhan, Y. (2022). Re-evaluating family roles in Indonesian EFL contexts. Journal of Indonesian Language Education, 16(3), 140–155. https://doi.org/10.31227/osf.io/xyz231

Rahmawati, T., & Widodo, A. (2023). Educational values in Indonesian family systems. Indonesian Journal of Educational Psychology, 14(2), 50–60. https://doi.org/10.1016/ijep.2023.14.2.107

Setiawan, A. (2022). Sociocultural influences on language achievement. International Journal of Language Studies, 13(2), 125–138. https://doi.org/10.18298/ijls.2022.13.2.105

Sugiyono. (2021). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.

Suparno, & Hasanah, N. (2021). Parental involvement in higher education: A case study in Indonesia. International Journal of Instruction, 14(1), 265–280. https://doi.org/10.29333/iji.2021.14116a

Susanti, E., & Ahmad, T. (2023). Understanding learner persistence through parental involvement. Studies in English Language Teaching, 11(2), 59–70. https://doi.org/10.22158/selt.v11n2p59

Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design? International Journal of Academic Research in Management, 8(1), 1–10. https://doi.org/10.2139/ssrn.3588604

Taufik, H., & Handayani, L. (2022). Statistical literacy for educational research using SPSS. Indonesian Journal of Educational Technology, 9(2), 165–175. https://doi.org/10.7454/ijet.v9i2.9876

Wang, M. T., & Sheikh-Khalil, S. (2023). The differential role of emotional and academic support from parents in adolescent learning. Journal of Youth and Adolescence, 52(1), 45–60. https://doi.org/10.1007/s10964-022-01695-3

Wibowo, H., Syamsul, R., & Karima, N. (2021). Student achievement and parental support: An Indonesian perspective. Asia Pacific Journal of Education, 41(3), 110–120. https://doi.org/10.1080/02188791.2021.1875074

Wijaya, R., & Oktaviani, M. (2022). Academic motivation among English education students. Indonesian Journal of Applied Linguistics, 12(1), 94–102. https://doi.org/10.17509/ijal.v12i1.45673

Yuliana, D., & Sari, M. (2023). Adapting Epstein’s framework to the Indonesian EFL setting. Journal of Educational Research and Practice, 13(2), 205–220. https://doi.org/10.1177/21582440221105987

Zhang, L., & Wang, Q. (2021). Parental expectations and L2 learning: A review. Journal of Language and Education, 7(4), 340–350. https://doi.org/10.17323/jle.2021.12973