The Relationship between Parental Involvement and Students’ English Ability in Elementary School 003 Batang Peranap

Abstract

This study aimed to determine the relationship between parental involvement and students’ English ability at SDN 003 Batang Peranap. Low levels of parental involvement in supporting learning at home are suspected to affect students’ basic English language skills, such as reading, writing, and vocabulary. This study employs a quantitative approach with a correlational design. The study sample consisted of 38 students, comprising 22 third-grade students and 16 fourth-grade students, selected using simple random sampling. Data were collected via a questionnaire to measure parental involvement and a multiple-choice test to assess students’ English ability. Data analysis employed Pearson’s Product-Moment correlation. The results indicate a significant positive relationship between parental involvement and students’ English ability, with correlation coefficients of 0.630 (third grade) and 0.529 (fourth grade), and significance levels of < 0.05 for each. This suggests that the higher the level of parental involvement, the better the students’ English ability. Therefore, cooperation between parents and teachers is necessary to optimally support the students’ learning process.