Students’ Perception on Parental Involvement to their English Learning of Tenth Grade Students of SMAN 1 2x11 Kayu Tanam

Abstract

This study aims to determine students' perceptions of their parents' involvement with students' English Learning at school. The sample used in this study were 35 students from a public high school in Padang Pariaman, West Sumatra, Indonesia, precisely at SMAN 1 2X11 Kayu Tanam. This study used a descriptive with a quantitative method, in this method the researcher collect data on students' perceptions of their parents' involvement with academic achievement results by linking it to students' grades at school. This study revealed that parental involvement in their children's academic results is still very low, this is indicated by the negative results of students' perceptions of their parents' participation coupled with the low academic achievement scores of students. Several reasons support why the students have negative perception on their parental involvement to their English academic achievement. The low academic achievement scores in English subjects can be caused by factors lack of attention and support from parents such as rarely telling them to study at home, advising when children get low grades, not monitoring children's grades and assignments at home, and even not facilitating children's study space at home and not caring about students' grades makes students indifferent and do not care about learning at school. This shows that not only parental involvement can improve students' academic achievement, but attention, support, and spending a lot of time for children can improve their achievements