Email this article The Role of Parents towards Early Childhood In the Process of Learning English in the Global Era
Abstract
Abstract: The Role of Parents towards Early Childhood In the Process of Learning English in the Global Era. Objective: This research aims to find out parents’ perspectives about the importance of English learning and to know the involvement of parents in the process of learning English. Methods: Therefore, the Researcher provided two kinds of the procedure to collect data, namely 1) Questionnaire and 2) Interview as the quantitative and qualitative methods of this research. The sample consisted of 16 parents who have profession as the lecturer in Makassar Muhammadiyah University and Parepare Muhammadiyah University in Indonesia. Findings: This study showed that parents’ have a very positive perspective on the importance of teaching English to young learners. They enthusiastically support their children in the process of learning English as a foreign language for them, even though they agreed that there are some challenges they can face in this process.
Keywords: parents role, early childhood, learning English.
Abstrak: Peran Orang Tua terhadap anak usia dini dalam proses pembelajaran Bahasa Inggris di era global. Tujuan: Penelitian ini bertujuan untuk mengetahui perspektif orang tua tentang pentingnya belajar bahasa Inggris dan untuk mengetahui keterlibatan orang tua dalam proses belajar bahasa Inggris. Metode: Oleh karena itu, Peneliti menyediakan dua jenis prosedur untuk mengumpulkan data, yaitu 1) Kuisioner dan 2) Wawancara sebagai metode kuantitatif dan kualitatif dari penelitian ini. Sampel terdiri dari 16 orang tua yang berprofesi sebagai dosen di Universitas Muhammadiyah Makassar dan Universitas Parepare Muhammadiyah di Indonesia. Temuan: Hasil penelitian ini menunjukkan bahwa orang tua memiliki perspektif yang sangat positif tentang pentingnya pengajaran bahasa Inggris kepada pembelajaran anak usia dini. Mereka dengan antusias mendukung anak-anak mereka dalam proses belajar bahasa Inggris sebagai bahasa asing bagi mereka, meskipun mereka sepakat bahwa ada beberapa tantangan yang dapat mereka hadapi dalam proses ini.
Kata kunci: peranan orang tua, anak usia dini, pembelajaran Bahasa Inggris.
Full Text:
PDFReferences
Al-Fadley, A., Al-Holy, A., & Al-Adwani, A. (2018). Teacher perception of parents’ involvement in their children’s literacy and their reading instructions in Kuwait EFL primary school classrooms. International Journal of Education and Practice, 6(3), 120–133. https://doi.org/10.18488/journal.61.2018.63.120.133
Al-Mahrooqi, R., Denman, C., & Al-Maamari, F. (2016). Omani Parents’ Involvement in Their Children’s English Education. SAGE Open, 6(1). https://doi.org/10.1177/2158244016629190
Bæck, U. D. K. (2010). “We are the professionals”: A study of teachers’ views on parental involvement in school. British Journal of Sociology of Education, 31(3), 323–335. https://doi.org/10.1080/01425691003700565
Baker, C. E. (2013). Fathers’ and Mothers’ Home Literacy Involvement and Children’s Cognitive and Social Emotional Development: Implications for Family Literacy Programs. Applied Developmental Science, 17(4), 184–197. https://doi.org/10.1080/10888691.2013.836034
Barrett DeWiele, C. E., & Edgerton, J. D. (2016). Parentocracy Revisited: Still a Relevant Concept for Understanding Middle Class Educational Advantage? Interchange, 47(2), 189–210. https://doi.org/10.1007/s10780-015-9261-7
Bempechat, J. (1992). The Role of Parent Involvement in Children’s Academic Achievement. The School Community Journal, Vol. 2, pp. 31–41.
Benard, B. (1991). Fostering Resiliency in Kids : Protective Factors in the Family , School , and Community. School And Community, (August), 1–27.
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24(February), 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
Bruno, L. (2019). Climate Change 2013 – The Physical Science Basis. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Butler, Y. G., & Le, V. N. (2018). A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System, 73, 4–15. https://doi.org/10.1016/j.system.2017.07.005
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 0(0), 1–44. https://doi.org/10.1080/10888691.2018.1537791
Edwards, V., & Newcombe, L. P. (2005). When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism, 8(4), 298–312. https://doi.org/10.1080/13670050508668612
García-Fuentes, C., & McDonough, K. (2018). The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements. Language Learning Journal, 46(4), 470–482. https://doi.org/10.1080/09571736.2016.1167232
Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ Motivations for Involvement in Children’s Education: An Empirical Test of a Theoretical Model of Parental Involvement. Journal of Educational Psychology, 99(3), 532–544. https://doi.org/10.1037/0022-0663.99.3.532
Harrison, E., & McTavish, M. (2018). ‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy, 18(2), 163–188. https://doi.org/10.1177/1468798416653175
Jenkins, J. M., McGowan, P., & Knafo-Noam, A. (2016). Parent-offspring transaction: Mechanisms and the value of within family designs. Hormones and Behavior, 77, 53–61. https://doi.org/10.1016/j.yhbeh.2015.06.018
Kalayci, G., & Öz, H. (2018). Parental Involvement in English Language Education: Understanding Parents’ Perceptions. Online Submission, 5(4), 832–847.
Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Retrieved from http://digilib.unimed.ac.id/id/eprint/448
Khemaja, M., & Taamallah, A. (2016). Towards situation driven mobile tutoring system for learning languages and communication skills: Application to users with specific needs. Educational Technology and Society, 19(1), 113–128.
Mattsson, A. F., & Norrby, C. (2013). Language Acquisition and Use in Multilingual Contexts. Theory and Practice Language Policy in Practice View project Grammar in interaction View project. Retrieved from https://www.researchgate.net/publication/269690577
Mayr, R., & Siddika, A. (2018). Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults. International Journal of Bilingualism, 22(3), 255–284. https://doi.org/10.1177/1367006916672590
McKay, S. L. (2016). English as a global language. In Handbook of Research in Second Language Teaching and Learning (Vol. 3). https://doi.org/10.4324/9781315716893
Mulyadi, S., Rahardjo, W., & Basuki, A. M. H. (2016). The Role of Parent-child Relationship, Self-esteem, Academic Self-efficacy to Academic Stress. Procedia - Social and Behavioral Sciences, 217, 603–608. https://doi.org/10.1016/j.sbspro.2016.02.063
Nilsson, M. (2019). Foreign language anxiety: The case of young learners of English in Swedish primary classrooms. Apples – Journal of Applied Language Studies, 13(2), 1–21. https://doi.org/10.17011/apples/urn.201902191584
O’Grady, W. (2005). How children learn language. How Children Learn Language, (1997), 1–240. https://doi.org/10.1017/CBO9780511791192
Oktaviani, A., & Fauzan, A. (2017). Teachers Perceptions about the Importance of English for Young Learners. Linguistic, English Education and Art (LEEA) Journal, 1(1), 1–15. https://doi.org/10.31539/leea.v1i1.25
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410. https://doi.org/10.3102/003465430305567
Seargeant, P. (2009). Language ideology, language theory, and the regulation of linguistic behaviour. Language Sciences, 31(4), 345–359. https://doi.org/10.1016/j.langsci.2007.12.002
Tran, T. Q., & Duong, T. M. (2018). EFL learners’ perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 1–6. https://doi.org/10.1016/j.kjss.2018.02.009
Wagner, M. M., Newman, L. A., & Javitz, H. S. (2016). The Benefits of High School Career and Technical Education (CTE) for Youth With Learning Disabilities. Journal of Learning Disabilities, 49(6), 658–670. https://doi.org/10.1177/0022219415574774
Wang, X., & Dostál, J. (2017). Flipped Class Promoting Oral English As Foreign Language Teaching. ICERI2017 Proceedings, 1(November), 3814–3820. https://doi.org/10.21125/iceri.2017.1023
Wati, S. (2016). Parental Involvement and English Language Teaching to Young Learners : Parents ’ Experience in Aceh. 1, 527–533.
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.