THE CORRELATION OF PARENTS SUPPORT AND STUDENTS ENGLISH LEARNING ACHIEVEMENT AT STIESNU BENGKULU (Descriptive Quantitative Study at Second Year Students of Islamic Banking)

YULIANA, YULIANA (2024) THE CORRELATION OF PARENTS SUPPORT AND STUDENTS ENGLISH LEARNING ACHIEVEMENT AT STIESNU BENGKULU (Descriptive Quantitative Study at Second Year Students of Islamic Banking). Undergraduate thesis, UIN Fatmawati Sukarno Bengkulu.

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Abstract

This study investigates the relationship between parental support and English learning achievement among students at STIESNU Bengkulu. Using a quantitative descriptive approach with a cross-sectional design, data was collected from 33 respondents, yielding a sample size of 170 through random sampling. The Pearson correlation analysis revealed a weak positive correlation (r = 0.290) between parental support and English learning achievement; however, this relationship was not statistically significant (p = 0.618), suggesting that the observed correlation may be coincidental. The findings are discussed in light of relevant theories, including the Social Support Theory and Bronfenbrenner's Ecological Systems Theory, which highlight the importance of family support in academic achievement. Despite theoretical expectations, this study did not find strong evidence of a significant relationship, potentially due to other influential factors such as intrinsic motivation, teaching methods, and individual student characteristics. Additionally, the frequency distribution of English learning achievement indicated that the majority of respondents fell into the Good category, with no students achieving an Excellent rating. This further reinforces the conclusion that family support alone may not be sufficient to drive high academic performance. The study emphasizes the need to consider various contextual and individual factors beyond parental support when examining student achievement, particularly in language learning.

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