Educational Background of Parents and Its role towards

Students’ English Academic Achievement

Abstract: This research aimed at describing the parents’ educational background role on the higher education students’ English academic in
Indonesia. This research applied a qualitative research. It had been conducted at one of Indonesian university. Some students with high
educational level of parents and some students from low educational level of parents were considered as subject of this research. observation,
questionnaire and interview techniques were used in collecting data of this research. The Interactive Model by Miles and Hiberman was used to
analyze the data. It consisted of three steps; data reduction, data display and conclusion. The result of this research shows that there was
differences between the role of parent from high educational background and parent from low educational background on their child’s academic
activity in English Learning. The parents from high educational background have better in communicating, responding, monitoring, motivating
on the students in their acadeimc activity in English Learning than the parent from low educational background. A difference was also found
between the English academic of students from parent with high educational background and students from parent with low educational
background. The students from parent with high educational background have better achievement with the mean score 86,6 than the students
from low educational background with the mean score 80,1. It can be concluded that parents’ educational background contributes positively on
the students’ English academic achievement.

Keywords: Parents’ Educational Background, Students’ English Academic Achievement, Higher Education

Introduction
any factors contribute to the students’ achievement in education, included in learning English as foreign

M language. The students need supports from multidimensional efforts. Students, teacher and parents have
their significant contribution in the students’ learning activity (Muhammad 2015). Students need to be
fulfilled their needs during their education process. They need to have more efforts from their selves and outside of
their selves. Parents is considered also as one of the important contributors for the students’ successful in learning
process. It is also considered that the level of parents’ education has contributed to the students’ academic
achievement.
Related to the contribution of parents’ level of education towards students academic achievement, many
research have reported that the level of educational attainment of parents could contribute to the academic
achievement of the students at secondary schools (e.g Jabor,2011; Jacquilyn, 2005; Zahyah,2008; Alokan,2013;
Khan,2015; Yelkpieri, 2016; Amuda and Joseph, 2016). Those researchers conclude that parents’ educational level
and academic achievement of students have positive relationship. In addition, Sirin (2005) states that one of the
important parts of socio economic status (SES) is the status of parents education. It has been remaining the same
situation since years ago up to nowadays
F u r t h e r m o r e , It has been w e l l k n o w n that family has a s i g n i f i c a n t role in a child's
academic performance and development (Cornell & Grossberg, 1987; Thompson, Alexander, & Entwisle, 1988; Tucker,
Harris, Brady, & Herman, 1996). Rhea and Otto,2001) state that the mother’s education stage and the income of
family give contribution to education achievement. In addition, Mahuro (2016) states that parents’ contribution
in the process of the students’ learning process can affect the their academic performance. Also, Gooding (2001)
reports that students educational levels of parents has significant contribution to the students result on
standardized tests. Furthermore, Some experts agree that one of a good indicator that a student has agood
academic performance is the parents’ educational level. (e.g Grissemer,1994; Otto & Atkinson, 199; Okantoy,
2008). Next, Muruwei (2011) found that educational level of parent significantly contribute to the achievement of
students in Nigeria.
Focusing on language learning and parents’ educational level, Valencia and Renald (1991) states that
“the level of parent education is related to English test of children. From their study, they conclude that
parents who are relatively higher in level of education tend to transmit to their children more culture of
the academic they acquired than parents who are illiterates or semi-illiterates. The investigation further
revealed that parents’ positive value attached to education is a function of their educational achievement,
courtesy of their vision and aspirations”.
In addition, Abedi and Gandaran (2006) states that one of individual factors affect English language
learners’ development of fluency in English is parents’ educational level. It proven by the correlation study of
more than 30,000 students, the reading scores of English Language. Learners whose parents had postgraduate
education were 15 percentile points higher than the score of ELLs whose parents were not high school graduates.
It is very important to understand several p a r t s of the family structure when determining the likelihood
of academic success of students. . Gooding (2001) also found that parents' educational attainment was positively
related to reading and writing scores as well. Considine (2002) states that:
“one of the social factors n a m e l y parental education is significant when it comes to educational
opportunity and access to it. In addition, academic and behavioral problems, dropping out of school, or
completing high school and going on to college are each associated with social background factors”.
Young and Smith (1997) state that :
“ r esearch indicates that when the parents' educational level element i s controlled, the variation in
student academic performance disappears. In 1994, 13- and 17-year-olds whose parents had at least one or
more years of college had higher math and science proficiency scores than those whose parents did not
finish high school”
Currently, it is still rarely to find the research about the contribution of parents’ educational level towards
students’ academic achievement which is focused on in higher education level. Most of the researchers are focusing
on the secondary education level. In fact, in Indonesian context, the students’ relation with their parents at university
age is still closely and intimate. Many students need their parent‘s roles to support their study. This fact makes the
researcher interests to focus this research into the higher education level. In this research, the researcher tries to
explore the role of parents’ educational background that may have contributed on the students’ English academic
achievement. This research has been conducted in IAIN Palopo, Indonesia as one of Indonesian higher education.
This research is expected to be useful information for the parents, English lecturers, and further researchers. The
research is restricted to the parents’ level of education both mother & father. The role of parents is focused on (1)
Communicating (2) Responding (3) Monitoring (4) Motivating (5) Mentoring (6) Facilitating. It is expected that
this research can contribute to the study about the parents’ level of education and students’ academic achievement at
higher education especially in Indonesia.
.

Research Methods
The method which used in this research was descriptive qualitative method. It aimed at finding out the role of
parents’ with high and low educational and the students’ English academic achievement at the higher education in
Indonesia. The participants of this research were 10 students with high level education parents and 10 with low
level education parent, 2 English lecturers and 4 parents from both high and low educational levels. The students
with high level student are whose parent graduated from senior high school, undergraduate and post graduate
degree. While the students with low level of parents’ education are whose parents graduated only from junior high
school and elementary school. This research was conducted at English Education Study Program Institut Agama
Islam Negeri (IAIN) Palopo.
The instruments of this research were questionnaire and interview guide. Those were used as tools to find
out the data about (a) Parent’s involvement in communicating (b) Parent’s involvement in monitoring (c) Parent’s
Involvement in motivating (d) Parent’s Involvement in Mentoring. (2) Interview guide. Then, the researcher used
academic rapport as data about the students’ English academic achievement.
Techniques of collecting data that used in this research were (1) distributing questionnaire. First, the
researcher distributed the questionnaire to the students and allocated time for finishing the questionnaire about 30
minutes. Then, the researcher collected the data questionnaire. (2) Collecting the students’ score from the lecturer
(3) interviewing the students, lecturer and parents. First, the researcher asked the students about their parents.
Second, the researcher asked the parents about the students’ progress in English lesson, about their educational
background and their involvement in the students’ academic achievement especially in English lesson. Finally, the
researcher interviewed the English lecturer about the students’ progress in English.
In analyzing the data the researcher follows the interactive model by Miles and Hiberman (1984) that
completed by Sugiono (2010). The interactive model is the technique of analyzing data with three steps; data
reduction, data display and conclusions. In data reduction, the researcher identified the data and then reduces it
according to the scope of the research and the objective of research. The researcher analyzed the data from
questionnaire, English scores of students and interview. After reducing the data the researcher obtained the data
conforming to the scope of the research. There were 10 students who live with their parent who has high educational
background and 10 students who live with their parent who has low educational background. The researcher then
classified questions of the questionnaire into six parts as follows:
(1) The question about parent’s involvement in Communicating attached at number 10.
 (2) The question about parent’s involvement in Responding attached at number 1, 7 and 9.
(3) The question about parent’s involvement in Monitoring attached at number 2
(4) The question about parent’s involvement in Motivating attached at number 6
(5) The question about parent’s involvement in Mentoring attached at number 3 and 9
(6) The question about parent’s involvement in Facilitating attached at number 4 and 5
Then the researcher classified the student’s answer. The same answers were grouped and the researcher
analyzed it by descriptive analysis percentage method.
In displaying the data the researcher used tables and narrative description. The data from questionnaire that
have been completed by students was displayed by using the table with the descriptive analysis percentage method.
The data about scores was also displayed by using the table. Then, the data from the interview was displayed by the
narrative description.
The last step of analyzing data technique was drawing the conclusion and verification. The researcher
combined the data was obtained from observation, questionnaire and interview. Finally, draw the conclusion based
on those data about the role of parents’ with high and low education level and the students’ English academic
achievement.
Results and Discussion
The result of the questionnaires that have been fulfilled by students from both parents with high educational level
group and low educational level parents group consisted of four main groups of questions based on the focus of this
research namely: (a) Parent’s Involvement in Communicating (b) Parent’s Involvement in monitoring (c) Parent’s
Involvement in motivating (d) Parent’s Involvement in Mentoring. Those data results can be seen as follows:

a) Parent’s Involvement in Communicating.

Table 1. “Parent having a good consultation with English Lecturer”

High Educational Background Low Educational Background

Choice
F P F P
Strongly
2 20%
Agree
Agree 4 40% 1 10%
Uncertain 3 30% 2 20%
Disagree 1 10% 4 40%
Strongly
3 30%
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 1 shows that there were 2 (20%) students from parents with high educational background choose strongly
agree if their parents often consult with their English teacher, 4 students (40%) choose agree, 3 students (30%)
choose uncertain, one student (10%) choose disagree and none of students choose strongly disagree. While there
was none of students from parents with high educational background choose strongly agree if their parents often
consult with their English teacher, only one student (10%) choose agree, 2 students (20%) choose uncertain, 4
students (40%) choose disagree and 3 students (30%) choose strongly disagree. It means that most of parents from
high educational background having a good consultation with English teacher while the parents from low
educational background having lack consultation with English teacher.

b) Parent’s Involvement in Responding

Table 2 “Parent pays attention to their child’s lesson at school”.

 Choice High Educational Background Low Educational background

F P F P
Strongly
Agree 1 10%
Agree 7 70% 4 40%
Uncertain 2 20%
Disagree 6 60%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 2 shows that students from parents with high educational background get a good parent’s attention on
their lesson at school. It’s proved by students’ answer. There were 1 or 10% student choose strongly agree, 7
students or 70% choose agree, 2 students or 20% choose uncertain and none of students choose both disagree and
strongly disagree. Meanwhile, student from parent with low educational background get low parent’s attention on
their lesson at school. It’s proved by students’ answer. There were none of students choose strongly agree, uncertain
and strongly disagree, only 4 students or 40% choose agree and 7 students or 70% choose disagree.

Table 3 Parent often inquires their child’s lesson at school.

High Educational Background Low Educational Background

Choice
F P F P
Strongly
Agree 5 50% 1 10%
Agree 4 40% 4 40%
Uncertain 1 10% 1 10%
Disagree 4 40%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 3 reveals that parent from high educational background more often inquire their child’s lesson at
school than the parents from low educational background. It proved by the students’ answer. There were 5 students
(50%) from parent with high educational background choose strongly agree, 4 students (40%) choose agree, only
one student (10%) choose uncertain and none of the students choose both disagree or strongly disagree. While there
were only one student (10%) from parents with low educational background choose strongly disagree, 4 students
(40%) also choose agree, one student (10%) choose uncertain, 4 students (40%) choose disagree and none of
students choose strongly disagree.

Table 4. Parent often inquires their child about the difficulty that could be faced by their child in English lesson.
 High Educational Background Low Educational Background
Choice
F P F P
Strongly
Agree 3 30%
Agree 6 60%
Uncertain 1 10% 6 60%
Disagree 4 40%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

It can be seen from table 4 that students from parents with high educational background is often inquired
about how is their difficulty in learning English by their parent. While students from parents with low educational
background is seldom inquired. It’s proven by the students’ answer. There were 3 students (30%) from parents with
high educational background choose strongly agree, 6 students (60%) choose agree, one student choose uncertain
and none of students choose both disagree and strongly disagree. While there was none of the students from parents
with low educational background choose both strongly agree or agree, 6 students (60%) choose uncertain, 4 students
(40%) choose disagree and none of the students choose strongly disagree.

c) Parent’s Involvement in Monitoring

Table 5 Parent often check the students’ assignment

Choice High Educational Background Low Educational Background

F P F P
Strongly
Agree 2 20%
Agree 6 60% 2 20%
Uncertain 2 20% 2 20%
Disagree 6 60%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 6. Parent often inquires their child about the difficulty that could be faced by their child in English lesson.
 High Educational Background Low Educational Background
Choice
F P F P
Strongly
Agree 3 30%
Agree 6 60%
Uncertain 1 10% 6 60%
Disagree 4 40%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

It can be seen from table 6 that students from parents with high educational background is often inquired
about how is their difficulty in learning English by their parent. While students from parents with low educational
background is seldom inquired. It’s proven by the students’ answer. There were 3 students (30%) from parents with
high educational background choose strongly agree, 6 students (60%) choose agree, one student choose uncertain
and none of students choose both disagree and strongly disagree. While there was none of the students from parents
with low educational background choose both strongly agree or agree, 6 students (60%) choose uncertain, 4 students
(40%) choose disagree and none of the students choose strongly disagree.

d) Parent’s Involvement in Monitoring

Table 7 Parent often check the students’ assignment

Choice High Educational Background Low Educational Background

F P F P
Strongly
Agree 2 20%
Agree 6 60% 2 20%
Uncertain 2 20% 2 20%
Disagree 6 60%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

It can be seen from table 7 that there were 2 (20%) students from parents with high educational background
choose strongly agree, 6 students (60%) students choose agree, and 2 students (20) % choose uncertain. While there
were none of the students from parents with low educational background choose both strongly agree and strongly
disagree, only 2 students (20%) choose agree, 2 students (20%) choose uncertain and 6 students (60%) choose
disagree. It means that the students from parents with high educational background get more controlled on their
homework than the students from parents with low educational background.

e) Parent’s Involvement in Motivating

 Table 8. Parent often advises / motivates their child for mastering the English language

High Educational Background Low Educational Background

Choice
F P F P
Strongly
3 30%
Agree
Agree 6 60% 3 30%
Uncertain 1 10% 7 70%
Disagree
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 8 shows that here were 3 students (30%) from parents with high educational background and none of
the students from parents with low educational background choose strongly agree if their parents often advise and
motivate them to can master the English language. There were 6 students (60%) from parents with high educational
background while only 3 (30%) students from parents with low educational background choose agree. There was
only one student (10%) from parent with high educational background while 7 students from parents with low
educational background choose uncertain. And there was none of the students both from parents with high
educational background and students from parents with low educational background choose strongly disagree. It
means that parents from high educational background are more often in advising and motivating their child to can
master the English language than the parents from low educational background.

f) Parent’s Involvement in Mentoring

Table 9 Parent helps their child doing the homework

Choice High Educational Background Low Educational Background

F P F P
Strongly
Agree
Agree 3 30%
Uncertain 4 40% 1 10%
Disagree 3 30% 8 80%
Strongly
Disagree 1 10%
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 9 indicates that there were 3 students or 30% from parents with high educational background choose
agree if their parents help them in doing their homework at home, 4 students or 40% choose uncertain and 3 student
choose disagree. While there were none of the students from parents with low educational background choose both
strongly agree and agree if their parents help them in doing their homework at home, instead 8 students or 80%
choose disagree and 1 student choose uncertain. Based on this data, it showed that parents from high educational
background are involved on one of their child academic activities by helping their child in doing the homework at
home and the parents from low educational background are not involved on helping their child in doing the
homework.

Table 10 Parent often gives the suggestion to their child how to learn effectively

High Educational Background Low Educational Background

Choice
F P F P
Strongly
2 20%
Agree
Agree 6 60% 2 20%
Uncertain 2 20% 4 40%
Disagree 4 40%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 10 indicates that there were 2 students (20%) from parents with high educational background choose
strongly agree, 6 students (60%) choose agree, 2 students (20%) choose uncertain and none of students choose both
disagree or strongly disagree. While there was none students from parents with high educational background choose
strongly agree, 2 students (20%) choose agree, 4 students (40%) choose uncertain, 4 students (40%) choose disagree
and none of students choose strongly disagree. It means that students from parents with high educational background
are often suggested how to learn effectively than the students from parents with low educational background.

g) Parent’s Involvement in Facilitating

Table 11 Parent Permits and Finance Their Child in English Course

Choice High Educational Background Low Educational Background

F P F P
Strongly
Agree 3 30%
Agree 5 50%
Uncertain 1 10% 4 40%
Disagree 1 10% 5 50%
Strongly
Disagree 1 10%
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 11 explains that students from parents with high educational background has a good supported by
their parents in improving their English ability by permit and finance them in English course. While students from
parents with low educational background has lack supported by their parents. It proved by the students’ answer;
there were 3 students (30%) from parents with high educational background choose strongly agree, 5 students (50%)
choose agree, one student (10%) choose uncertain, one student (10%) choose disagree and none of the students
choose strongly disagree. While there were none of students from parents with high educational background choose
both strongly agree and agree, 4 students (40%) choose uncertain, 5 students (50%) choose disagree and one student
(10%) choose strongly disagree.

Table 12 Parent gives English Learning facilities to their child

High Educational Background Low Educational Background

Choice
F P F P
Strongly
4 40%
Agree
Agree 5 50% 2 20%
Uncertain 1 10% 1 10%
Disagree 7 70%
Strongly
Disagree
TOTAL 10 100% 10 100%
Source: Author’s Research Data

Table 12 shows that there were 4 students (40%) from parents with high educational background choose
strongly agree if their parents facilitated them in English lesson, 5 students (50%) choose agree, only one student
(10%) choose uncertain and there was none of students choose both disagree and strongly disagree. While there was
none of the students from parents with low educational background choose both strongly agree and strongly disagree
if their parents facilitated them in English lesson, only 2 students (20%) choose agree, one (10%) student choose
uncertain and there were 7 students (70%) choose disagree. It means that parents from high educational background
are better facilitator on their child’s English lesson than the parents from low educational background.

After analyzing the data from the questionnaire, the researcher comes up with the students’ score in
English. This data were taken from their achievement in their speaking class. Below is the students’ score that has
been completed with the identification of group parents.
 Table 13. The Students’ English Academic Achievement

Parent’s Educational Background Score of Mean Score

Level English
No Respondents
category Academic
Father Mother Report

1 R 001 Senior High School Senior High School High 80

2 R 002 Bachelor of Degree Senior High School High 84
3 R 003 Diploma of Degree Senior High School High 87
4 R 004 Senior High School Senior High School High 85
5 R 005 Diploma of Degree Senior High School High 88
86,6
6 R 006 Senior High School Senior High School High 90
7 R 007 Bachelor of Degree Senior High School High 86
8 R 008 Bachelor of Degree Bachelor of Degree High 90
9 R 009 Bachelor of Degree Master of Degree High 88
10 R 010 Senior High School Senior High School High 86
11 R 011 Junior High School Elementary School Low 78
12 R 012 Junior High School Junior High School Low 82
13 R 013 Junior High School Junior High School Low 79
14 R 014 Elementary School Elementary School Low 79
15 R 015 Elementary School Elementary School Low 78
80,1
16 R 016 Elementary School Elementary School Low 82
17 R 017 Elementary School Elementary School Low 82
18 R 018 Junior High School Elementary School Low 82
19 R 019 Junior High School Elementary School Low 78
20 R 020 Junior High School Junior High School Low 81
Source: Author’s Research Data

Table 13 shows that there was different score of academic achievement between student from high parent’s
educational background and from low parent’s educational background. It is proved by the mean score showed.
Mostly, respondent number 1-10 or R 001 until R 010 were from high parent’s educational background obtained
good score. While the respondent R 011 until R 020 was from low parent’s educational background obtained lower
score.
After presenting the students’ score in English skill, the researcher presents the result of the interview with
the students, teachers and parents of students. The data from interview can be seen as follows: Interview from the
teacher

Based on interviewed with the English lecturer of second years student of IAIN Palopo. The researcher
finds that some factors that could increase students’ English ability are not only the teaching method that provided
by the teacher, another factor has an important role. The more important factor is the students’ background includes
their parents. Parent has an important role in increasing student’s English ability. As many as teacher’s effort to
increase the students’ ability, if there is no endorsement from the parents it will be difficult way.
“Generally, what is make student has good score is motivation. More motivated student are, more excellent
his/her performance in the class. Moreover the student whose supported by him/her parent. So, even though
student is not able to learn by the cognitive but his/her parent always support him/her, such as purchased
dictionary or another facilities, participated in course. It will be better” (Source: Interview Result)
 Student who has good attention, motivation, facilities, support and good control by the parent usually has a
good performance in the class. Some student’s which has a good support by their parent usually take English course
outside and it extremely good in increasing students’ English ability. And mostly their parent is from a good
educated people. But it does not mean that taking course is only one way to increase students’ English ability. Many
ways that can be used by parents to back up the students in increasing their English ability. Such as: nice attention,
strength motivation, enough facility and good control any many others.

a) Interview from the students

Based on interviewed with the students the researcher obtained new data that could not be found from the
questionnaire. Some questions are used to support the data from the questionnaire and other questions are used to get
new information that related to the questionnaire. The data are as follows:
(1) Interview with students from parent’s with high educational background.
Most of the students from parents with high educational background have good supported by their parent in
learning English. All of them said that their parents never forbid them if they want to take an English. That is why
all of them have taken an English course before.
None of the student said that their parent does not support them if they wan to take an English score. When
the researcher asked about how often their parent motivate them to master the English language they said that their
parent wish them to can master English language because it is important for their future.
Talking about the facility, each student have an English dictionary both manual and electronic dictionary.
They said that their parent always facilitate them if they ask something that related to their lesson. Some students
admitted that they are motivated in learning English because their parent’s motivation. Most of student who has a
good achievement are got a good appreciation from their parent such as get a new bag or another price and going
travelling or vocation.
(2) Interview with students from parents with low educational background
Mostly, students from parents with low educational background have lack supported by their parent in
learning English. Especially, in financed them to take an English course. Most of students have never been take a
course until now.

There was student do not want to take English course because they are not interested in English and there
was no any motivation they get from their parent to increase their English ability. There was student said that
actually their parent never forbids them to take an English course but they do not want to encumber their parent
because they know English course need money.
There was none of the student said that their parent always wish them to can master the English because it
is important for their future. When the researcher asked the student about the dictionary some of them said they do
not have and others said they have but it is too old.
There was a student said that her dictionary was belonging to her when she was in elementary school. It
was given by her aunt. There was student said that she have not been bought a new dictionary since they are senior
high school.
b) Interview from the parents
After interviewing the parents, the researcher obtained the data as below:
(1) Interview with parent from high educational background
Parent from high educational background majority has a job such; father as a civil servant, teacher,
entrepreneur, and farmer. Some of the mother work also as a teacher or civil servant and others as a housewife.
Some of parents want to continue their study and the others said that their last educational background is enough for
them. Parents know well their child’s progress in studying. The parents assumed that English is important for their
child’s future. When the researcher asked the importance of English to their child. They said:

“It’s very important. Moreover for the Era in the future. I think once that will be needed in the future is
English. Because the foreign workers will enter freely. And the children can also go abroad, so they should
be able to master the English.
(Source: Interview result)

“That’s my effort. Since child I endeavor to achieve him in mastering English”

(Source: Interview Result)
 “Sure, because it’s important”
(Source: Interview Result)

Parents said that English course is required to their child. They try to suggest their child to take a course.
Moreover, there was parent who want to enroll their child to take course in, one of city which popular with the
English course in Indonesia. Parents wish their child have a good progress in English.
“I plan to enroll him in a course. I heard there is familiar and great English course”

And when the researcher asked about their child’s progress in English learning. The parents said:
“based on his score in report card I see it have never been any problem”
(Source: Interview Result)
“I think it is good enough, because in a few times he became the represent for English language
competition
(Source: Interview Result)

“I see from her value in report card it is good”

(Source: Interview Result)
The researcher:

“Do you usually having a communication with the English teacher?

(Source: Interview Result)

“yes, I always monitor”

(Source: Interview Result)

The researcher:
“ is it important to conduct a meeting with the English teacher?”
(Source: Interview Result)

The parent:
”it could be,, I think it is also needed so that there will be ideas from the parent” isn’t it?
(Source: Interview Result)

“Actually that is important, so that the parents know their child progress. Yes, I hope it will be conducted”
(Source: Interview Result)

“yes I think that is important. So that we can know well our child progress”
(Source: Interview Result)

Some of parents keep a good communication with the teacher at campus to control their child’s progress
and others are never contact the teacher because their child has never been having trouble. All parents said that
meeting with teacher is important because they have to know their child’s progress but it is never been conducting
by the school.
(1) Interview with parent from low educational background
Generally, parent from low educational background work such: father as a farmer, fisherman, retailer,
carpenter and trishaw driver and the mother as a housewife. The parents said that their last educational background
was not enough for their livelihood and some of them said that it is enough for them.
The parents do not know well about their child’s progress in studying especially in English. When the
researcher asked the parents how is the progress of their child in English lesson, most of parents don not know well
about it.

When the researcher asked them is the English important for their child. There was parent said that it is
important and there was parent said it is up to their child. But mostly, all parents wish their child will be better than
them.
 When the researcher asked one of the parents about English course the parent asked about the payment.
Some parent said that English course is important for their child but the obstacle is the payment. They said that
English course is expensive. None of the parents that having communication with the teacher. It is caused by they
never been invited or called by the teacher or school. But the parents said that meeting with teacher and school is
required to be conducting.

Discussion
Based on the data findings through questionnaire, students’ English score list and interview, it is found that
there are some different roles and involvements between parents from high educational background and parents
from low educational background on their child’s academic activities in communicating, responding, monitoring,
motivating, mentoring and facilitating their child on academic activities in English Learning. Then, it is also found
that the score of English academic achievement between students from parents with high educational background
and students from parents with low educational background are different. The English academic achievement of
students from parents with high educational background is better than students’ parents with low educational
background. The findings of this research shows that in learning English at higher education level, the parents’ level
of education gives contribution positively towards the students’ academic achievement. It is in line with what have
been found by Muruwei (2011) and Mohuro (2016).
By distributing questionnaires and accomplishing interviews to 20 students where: 10 students from parents
with high educational background and 10 students from parents with low educational background, based on the
students’ answer it can be seen that there are different role or involvement between parents from high educational
background and parents from low educational background on their child’s academic activity especially in English
lesson. Those are the difference motivation, attention, guidance and support. This indicated by 10 valid statements
that had been given to the students. This result is consistent with Rafiq and friend’s (2013) their study which
indicated that different level of parents’ educational background will impact the different parental involvement. This
study prove that the parent with high level education gives more motivation and attention therefore it affects the
students’ academic English achievement. This fact supports The study by (Mahuro and Hungi 2016) who stated that
motivation from parents can increase the students’ academic achievement. Then this study support study by Boonk
who states that parental involvement can increase the students’ achievement.
Furthermore, the result of this research shows that students from parents with high educational background
are more motivated by their parent to increase their English ability than the students from parents with low
educational background. Because mostly, students from parent with high educational background are often acquired
the appreciation by their parents when they get a good achievement in school. While the students from parents with
low educational background are almost never. In addition, the difference attention is also found. Students from
parents with high educational background are usually inquired about their homework and assignment and students
from parents with low educational background are infrequent. The result about different guidance obtained by the
students showed that of students from parents with high educational background are often given the suggestion how
to learn effectively and sometimes they are assisted by their parent when they need a help in doing homework or
assignment. The significance difference is shown on the support of the parent. Students from parents with high
educational background have ever been taking an English course and some of them are still taking a course
currently. Most of students from parents with low educational background have never been taking an English
course.
In addition, based on the result of the interview with the parents, it shows that there were different ways of
parents in educating the students and different perception between parents from high educational background and
parents from low educational background. The different ways showed that in responding, the parents from high
educational background give good response and attention to their child by asking their child’s lesson and discussing
something related to their child’s lesson. So, most parents with high educational background know well their child’s
English progress. Meanwhile, majority the parent from low educational background do not know well their child’s
progress in school. In monitoring, the most of parents from low educational background check their child’s
homework rarely and parents from high educational background usually check their child’s homework. In
motivating, parents from high educational background always motivate their child for mastering the English because
they know well the importance of English. While parent from low educational background almost never do that but
some of parents always motivate their child by giving spirit and advice. In Mentorinng, majority both Parents from
High Educational Background and Low Educational Background are lack involvement. In Facilitating, parents from
high educational background always support their child by allowing and financing their child in English course and
also providing the dictionary. In fact, parents from low educational background have lack support their child in
taking an English course. In Communicating, majority both parents from high educational background and from low
educational background have a lack consultation with the teacher or school because meeting with school to
discussed about their child’s progress has never been conducting. A few parent from high educational background
consulted with the teacher or lecturer occasionally.
Based on the different perspective about the importance of English among the parent, it showed that parents
from High educational background having opinion that English is required for the student’s future. That is why most
of parents from high educational background are strongly wishful their child can master the English. It is different
with some of parents from low educational background which only said that it depends on the students.
Based on the result of the interview with the English teacher, it shows that there is different academic
achievement among the students. When the researcher asked the English teacher about students’ progress in English
lesson, the teacher mentioned some name of students which usually has a good performance in the class and also
students who has a lack performance. Mostly of the student’s name that has been mentioned that has good
performance are the respondents of this research. Then the researcher asked the teacher about the name was found as
students who have high score on academic report. Those students are R 009, R 008, R 006, R 005, R 003. The
teacher said that sometimes they join in some English competition as a representative from their school. Sometimes
they get winner and sometime not. But it does not mean that the entire student who has good ability in English
lesson always joins in English competition. Some students who have a lack performance are influenced of many
factors.
Some efforts that endeavored by the lecturer to increase student’s ability is: providing the innovative
method, giving homework frequently, using some approach and giving little appreciation to the student who has
good score. But meeting with parents have never been conducting. Based on the teacher’s opinion, it shows that
teacher needs a good cooperation with the parents to increase the student’s ability.
.

Conclusion
Based on the result of the data analysis, it is concluded that parents from high educational background have better
involvement than parents from low educational background on the students’ academic activities at higher education
in Indonesia. Parents from high educational background and parents from low educational background on the
students’ academic activities are different in communicating, responding, monitoring, motivating, mentoring and
facilitating the students on academic activities in English Learning at higher education in Indonesia. In addition,
students whose parents with high educational background have higher scores in English academic achievement than
students from parents with low educational background.
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