THE ROLE OF PARENTAL GUIDANCE ON VOCABULARY ACHIEVEMENT IN AN INDONESIAN EFL ELEMENTARY EDUCATION SETTING
Keywords:
parental involvement, vocabulary, foreign language, elementary education
Abstract
Parental guidance can be seen as one of the determining factors to assist students in elevating their academic achievement. This study intends to discover the relationship between parental involvement and their children's second language (L2) vocabulary achievement, and the degree to which the levels of parents' educational background explain L2 vocabulary achievement. The data for this study were elicited from teachers' assessment of L2 vocabulary performance for 30 students and questionnaire responses involving 30 parents regarding parental involvements on their children’s learning. The study revealed that there was a significant correlation between parental involvement and students' vocabulary achievement in an Indonesian foreign language learning in an elementary school context. In addition, this study also demonstrated that parents' educational background explained the levels of support involvement which in turn influenced students' vocabulary achievement. The overall findings of this study also about the pivotal role of parental involvement and their educational background in enhancing their children’s achievement in terms of vocabulary learning are also discussed in terms of pedagogical implications.
References
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Fang, X., & Perfetti, C. A. (2019). Learning new meanings for known words: Perturbation of original meanings and retention of new meanings. Memory & Cognition, 47(1), 130-144. doi:http://dx.doi.org/10.3758/s13421-018-0855-z
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Marchman, V.A., Martínez, L.Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver
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Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Norton, B., & Syed, Z. (2003). TESOL in the Gulf: the sociocultural context of English language teaching in the Gulf. TESOL Quarterly, 37(2), 337-341.doi: 10.2307/3588508
Schmitt, N., Jiang, X., & Grabe, W. (2006). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(i), 26-43. DOI: 10.1111/j.1540 4781.2011.01146.x
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge, UK: Cambridge University Press.
Turuk, M.C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. ARECLS, 5, 244-262.
Vygotsky, L. S. (1999).The collected works of L. S. Vygotsky. Vol. 6: Scientific legacy. New York, NY:Plenum Press.
Vygotsky, L. S. (1986).Thought and language. MITPress
Wadho, S., Memon, S., & Rafique, A. M. (2016). Motivation to learn English language: A survey on parents’ & teachers’ influence on L2 learners in sindh, Pakistan. Advances in Language and Literary Studies, 7(4), 253-258. Retrieved from https://search.proquest.com/scholarly-journals/motivation-learn-english-language-survey-on/docview/2188085737/se-2?accountid=46437
Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606–621. https://doi.org/10.2307/1131404
Wang, L. and H. Chang, (2011). Improve oral training: The method of innovation assessment on English speaking performance. Int. J. Distance Educ. Technol., 9, 56-72. DOI: 10.4018/jdet.2011070105
Wehmeier, S., McIntosh, C., Turnbull, J., & Ashby, M. (Eds.). 2005. Oxford Advanced Learner s Dictionary of Current English. Oxford University Press.
Yulianti, K., Denessen, E., & Droop, M. (2018). The effects of parental involvement on children’s education: A study in elementary schools in Indonesia. International Journal About Parents in Education, 10(1), 14–32.
Zhang, J., & Lynch, R. (2017). The relationship between primary 5 and 6 students’ perceptions of parental encouragement and their academic achievement in mandarin learning at an international school, Bangkok. Scholar, 9(2), 243. Retrieved from https://search.proquest.com/scholarly-journals/relationship-between-primary-5-6-students/docview/2384108756/se-2?accountid=46437
Zou, W. C., & Zhang, S. L.(2011). Family background and English learning at a compulsory stage in Shanghai. In A. Feng (Ed.), English language education across Greater China (pp. 189-211). Bristol: Multilingual Matters.
Zhang, X. (2013). The ‘I Don’t Know’ option in the Vocabulary Size Test. TESOL Quarterly, 47, 790-811.
Al Harthy, S. R. (2020). Investigating Omani parental involvement in their children's English language learning (Order No. 27833197). Available from Publicly Available Content Database. (2404648660). Retrieved from https://search.proquest.com/dissertations-theses/investigating-omani-parental-involvement-their/docview/2404648660/se-2?accountid=46437
Alwasilah, A. C. (2013). Policy on foreign language education in Indonesia. International Journal of Education, 7(1), 1-19.
Atasheneh, N., & Naeimi, M. (2015). Vocabulary learning through using mechanical techniques vocabulary learning strategy. Theory and Practice in Language Studies, 5(3), 541-548. doi:http://dx.doi.org/10.17507/tpls.0503.13
Barnes, J. A., Ginther, D. W., & Cochran, S. W. (1989). Schema and purposes in reading comprehension and learning vocabulary from context. Reading Research and Instruction, 28, 16–28.
Birdsong, D. and Molis, M. (2001). On the evidence for maturational constraints in second language acquisition. Memory Lang., 44, 235-249. DOI:10.1006/jmla.2000.2750
Brown, H. D. (1997). Teaching by principles: An interactive approach to language pedagogy (3rd ed). Pearson Education.
Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004-2014). Language Teaching, 48(3), 303-342. doi:http://dx.doi.org/10.1017/S0261444815000105
Butler, G. Y. (2013). Parental factors and early English education as a foreign language: A case study in Mainland China. Asia Pacific Education, Language Minorities and Migration (ELMM) Network Working Paper Series, 8. The University of Pennsylvania.
Butler, D., K. Urrutia, A. Buenger, N. Gonzalez, M. Hunt & C. Eisenhart. (2010). A review of the current research on vocabulary instruction: A research synthesis.
Chang, K. L., Lin, S. E. & Abdul Rashid, M. (2014). Benchmarking year five students’ reading abilities. English Language Teaching, 7(5), 50-58.
Dawson and Phelan (2016) Language Files. Materials for an Introduction to Language and Linguistics (12th ed.). The Ohio State University Press
Fang, X., & Perfetti, C. A. (2019). Learning new meanings for known words: Perturbation of original meanings and retention of new meanings. Memory & Cognition, 47(1), 130-144. doi:http://dx.doi.org/10.3758/s13421-018-0855-z
Fateme, S. M. (2017). The effect of authentic problem-based vocabulary tasks on vocabulary learning of EFL learners. International Journal of Education & Literacy Studies, 5(3), 35-40. doi:http://dx.doi.org/10.7575//aiac.ijels.v.5n.3p.35
Folse, K. S. (2004). The Underestimated Importance of Vocabulary in the Foreign Language Classroom, [Online] Available: http://www.seasite.niu.edu/trans/articles/Underestimated%20Importance%20of%20 ocab.htm (January 27, 2013).
Furneaux, C. L. 1999. Vocabulary Teaching. In Johnson, K. & Johnson, H. Encyclopedic Dictionary of Applied Linguistics (pp. 367-369). Oxford: Blackwell.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.
Gardner, R. C. (1975). Attitudes and motivation: their role in second language acquisition. In Oller, J. W. & Richards, J. C. (eds) Focus on the Learner: Pragmatic Perspectives for the Language Teacher. Newbury House.
Gardner, R. C. (1985). Social psychology and second language learning. Edward Arnold.
Gardner, R.C. (2001). “Integrative motivation and second language Acquisition” in Z. Dörnyei & R.Schmidt (Eds.), Motivation and second language acquisition (Technical Report no.32) 422-459. Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Gardner, R.C. (2010). Motivation and second language acquisition: The Socio-Educational Model. Peter Lang Pub.
Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors causing demotivation in the EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation. Advances in Language and Literary Studies, 10(2), 56-65. doi:http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.56
Hosseinpour, V., Sherkatolabbasi, M., & Yarahmadi, M. (2015). The impact of parents’ involvement in and attitude toward their Children’s foreign language programs for learning English. International Journal of Applied Linguistics & English Literature, 4(4), 175-185. doi:http://dx.doi.org/10.7575/aiac.ijalel.v.4n.4p.175
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary
growth: relation to language input and gender. Developmental Psychology, 27 (2),
236. DOI: 10.1037/0012-1649.27.2.236
Inngam, P., & Eamoraphan, S. (2014). A comparison of students’ motivation for learning English as A foreign language in selected public and private schools in Bangkok. Scholar, 6(1) Retrieved from https://search.proquest.com/scholarly-journals/comparison-students-motivation-learning-english/docview/2384110137/se-2?accountid=46437
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440–464.
Marchman, V.A., Martínez, L.Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver
talks to young Spanish‐English bilinguals: comparing direct observation and parent-report measures of dual‐language exposure. Developmental Science, 20(1), e12425.
DOI: 10.1111/desc.12425.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Norton, B., & Syed, Z. (2003). TESOL in the Gulf: the sociocultural context of English language teaching in the Gulf. TESOL Quarterly, 37(2), 337-341.doi: 10.2307/3588508
Schmitt, N., Jiang, X., & Grabe, W. (2006). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(i), 26-43. DOI: 10.1111/j.1540 4781.2011.01146.x
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge, UK: Cambridge University Press.
Turuk, M.C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. ARECLS, 5, 244-262.
Vygotsky, L. S. (1999).The collected works of L. S. Vygotsky. Vol. 6: Scientific legacy. New York, NY:Plenum Press.
Vygotsky, L. S. (1986).Thought and language. MITPress
Wadho, S., Memon, S., & Rafique, A. M. (2016). Motivation to learn English language: A survey on parents’ & teachers’ influence on L2 learners in sindh, Pakistan. Advances in Language and Literary Studies, 7(4), 253-258. Retrieved from https://search.proquest.com/scholarly-journals/motivation-learn-english-language-survey-on/docview/2188085737/se-2?accountid=46437
Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606–621. https://doi.org/10.2307/1131404
Wang, L. and H. Chang, (2011). Improve oral training: The method of innovation assessment on English speaking performance. Int. J. Distance Educ. Technol., 9, 56-72. DOI: 10.4018/jdet.2011070105
Wehmeier, S., McIntosh, C., Turnbull, J., & Ashby, M. (Eds.). 2005. Oxford Advanced Learner s Dictionary of Current English. Oxford University Press.
Yulianti, K., Denessen, E., & Droop, M. (2018). The effects of parental involvement on children’s education: A study in elementary schools in Indonesia. International Journal About Parents in Education, 10(1), 14–32.
Zhang, J., & Lynch, R. (2017). The relationship between primary 5 and 6 students’ perceptions of parental encouragement and their academic achievement in mandarin learning at an international school, Bangkok. Scholar, 9(2), 243. Retrieved from https://search.proquest.com/scholarly-journals/relationship-between-primary-5-6-students/docview/2384108756/se-2?accountid=46437
Zou, W. C., & Zhang, S. L.(2011). Family background and English learning at a compulsory stage in Shanghai. In A. Feng (Ed.), English language education across Greater China (pp. 189-211). Bristol: Multilingual Matters.
Zhang, X. (2013). The ‘I Don’t Know’ option in the Vocabulary Size Test. TESOL Quarterly, 47, 790-811.
Published
2022-02-26
Section
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