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The Roles of Parents in Enhancing Student’s Reading Motivation:
A Study in Kaliaman IV Elementary School Jepara
THESIS Submitted in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan
Novita Wijanarti
112006062
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
The Roles of Parents in Enhancing Student’s Reading Motivation :
A Study in Kaliaman IV Elementary School Jepara
THESIS Submitted in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan
Novita Wijanarti
112006062
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA 2013
ii
iii
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Copyright@ 2013. Novita Wijanarti and Victoria Usadya P. M.A., ELT
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Novita Wijanarti:
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The Roles of Parents in Enhancing Children’s Reading Motivation : A Study in Kaliaman IV Elementary School Jepara
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The Roles of Parents in Enhancing Student’s Reading…..
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The Roles of Parents in Enhancing Student’s Reading Motivation:
A Study in Kaliaman IV Elementary School Jepara
Novita Wijanarti
112006062
Abstract
This study aims to find out what parents roles to encourage their children to read and because of their education, economic backgrounds, parents’ perceptions, parents behavior, and reading habit influence their participation in their children reading activity. The participants of this study were one hundred and twenty seven parents from a State Elementary school in Jepara. There were seventeen question of questionnaire. They were asked to fill in 17 questionnaire items related to their backgrounds, their beliefs about reading, their behaviors, and the availability of books in their area. Through descriptive analysis, it is signified that parents from any backgrounds perceived that they need to help their children to read. However, parents from low education level and low socio-economic status seemed to be less involved in motivating their children to read books. The findings implied that parents from different backgrounds have different contribution in introducing reading to their children and parent from early grade were more involved in enhancing their children’s reading activity than parents from older grade. Key words: Parents; Children’s Literacy, Reading Book, Elementary school
Introduction
Reading is the key to be success in school because most of the information is written
but not all students have the ability to read effectively (Stefanus, 2009). The Indonesian
children’s reading ability, especially elementary students still cause apprehension. According
to Stefanus (2009), in 1982 there was 15-20% students of Elementary school were found out
to be lack of reading ability. Next, in 1993, there was an increase for about 31, 69% of
students who found difficulties in reading. Then, in 1997 showed there was 68.8 % students in
the first grade to sixth grade in Elementary school in West Java, Lampung, West Kalimantan,
The Roles of Parents in Enhancing Student’s Reading…..
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and East Java students who found difficulties in reading (Stefanus, 2009). Actually, to
increase the Indonesians’ reading interest, Indonesian government as well as non government
organization makes a way such as providing mobile library. There has been many labors but it
has not shown satisfying results yet. Children in Elementary school do not have the needs to
read. This causes children do not have reading ability. Perhaps, the children’s attitudes
towards reading are also caused by the lack of exposure to literature (Deford, 2009). In fact
reading ability will be very important in their study. Therefore, children’ interest in reading,
students’ imitated reading habit can bring good effect in the elementary school. In fact,
research suggests that read for young children is the single important intervention for
developing their future literacy skill (Frank & Leah 2006). Besides that Femi (2009) said that
when parents are very interested in reading book, it can give effect to their children to love
reading because children imitate parents’ habit and love to read. Therefore, children who love
in reading, they have literacy skill which can help them to improve vocabulary,
comprehension, writing skill, gain more knowledge and increase reading speech (Beatrice &
Linda 2004). Furthermore, daily family routines like reading books are central of all aspect to
children development, yet little is known about relationship between the family matters and
children’s literacy development (David & Suzan, 2011). Daily family routines like reading is
rarely happen because of the expensive book price, the parents do not give priority to the
books which are not required by school so that they do not have lots of books at home
(Karyono, 2007). Therefore, the writer desires to observe what the parents might do to
motivate their children to read.
Factor in the village can impact parents who have low sosial-economy because of
less salary, difficult and far to get books store, and also culture. Then, the researcher focus
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on finding parents’ roles of children’s reading and what they do at home to encourage their
children to read because there are some children not motivated well in Elementary school.
Besides, whether the parent’s participation in their children’s reading activity is influenced
by their education and economic backgrounds will also be discussed. Knowing parents
backgrounds may help parents to predict the problems that prevent them to involve
themselves in motivating their children to read and understanding the kinds of activities that
they do to promote reading to their children.
Furthermore, in this globalization era we have to compete not only with fellow
developing countries but also with developed countries. If we do not pay attention to the
Indonesian lack of reading motivation, in the global competitions we will always left behind.
We will not be able to overcome political, social, culture and economic problems if we do
not have competitive human resource as the result of unwillingness to read and low reading
competency (Supriadi, 2007). Nonetheless, reading motivation is something that does not
come in an instant. Children’s reading motivation was strongly influenced by their
environment so since their early age parents have to boost their reading habit. Consequently,
the parents’ participations or involvements in introducing books to children and shaping
their reading habit are needed. Nevertheless, not all parents realize the importance of reading
and not all of them are able to provide reading books due to their low income. Reading
problem should be viewed as a serious problem and must find a solution, because of this
problem is closely related to the future of the nation and the State of individual human
maybe able to survive without live accustom themselves to read without reading culture. But
a democracy will develop especially survive which its citizens are readers, is individuals
who need to read not just a fun and love to talk ( Joesof, 2004).
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The writer did a research on parents in the Elementary school with the research
question, What are the parents’ roles in enhancing the Elementary school’s reading
motivation?. This study is aimed to find out the roles of parents in motivating and enhancing
their children’s reading in Elementary school. Then, the writer wants to know the students’
problems that occur in reading fluency. Therefore, the result of this study is the answer of
the question. Through the result of the study, it was expected that it can give benefit for the
parents to know the necessary information about the roles of parents in enhancing children’s
reading motivation, especially in Elementary School. This study can also help parents in
encourage their children to read more. The most important is it helps parents to provide more
interesting storybooks and activities which suit children interests and need, so that children
will enjoy the reading activity and they have reading fluency.
Statement of the Problem
The researcher think that children reading ability is the teacher’s duty. The teachers
are the responsible ones to make the children able to read well. So, some children fail to
move up on the next level class because the children cannot read well. Parents’ role is
important to motive children reading. Actually, the basis of children’s education is in their
family. Foster children’s reading are when they are at home and family literacy are
developing for all family to gain children’s reading skill (Anne & Kathryn, 2010). Reading
is a keystone for the success of a child in school and definitely in the whole life time because
without the ability to read well, it is most likely that the opportunity for individual
accomplishment will be less. Moreover, it is important for children to posses reading skill
since almost all jobs involve reading so they may find difficulties if they do not have good
reading ability.
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Theoretical Framework
Reading Habit in Indonesia
According to Darmaningtyas (2004), society assume that book price in Indonesia is
expensive. Because of book price is very expensive, it can give effect of the environmental in
Indonesian that people rare to read books, but 50% of the children like to spend their free time
to watch television every night. In addition, every people house has television (M. Mustafa,
2005). Furthermore, Indonesian people have not reading culture (Stefanus, 2009). Actually, it
is in line with Department of Educational (1997) as quoted by Martiningsih (2008), some
records of the results of condition mapping of the public interest in reading conducted by the
Ministry of National Education with Indonesia National Library in 1997 are 1) an interest in
reading the people of Indonesia are relatively low compared with some countries in ASEAN
and 2) the cultural dominance of speech as one of the factors causing the low reading habits of
the people of Indonesia. Cultural factor can also influence reading habit. Literacy
development is a cultural process related to different practices and preferences between social
classes (Myrberg & Rosén, 2009). So, reading motivation in Elementary students especially in
Indonesia is still worrying.
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Parent’s Roles Their Children’s Reading Activity
The evidence about the benefits of parents being involved in their children’s literacy
activities in particular is overwhelming. Research shows that parental involvement in their
children’s learning positively affects the child’s performance at school (Fan & Chen, 2001).
McCarthey (2000) explained how family especially parents involvement in education is
influenced by culture, income, language, and the adults' perceptions of school and family
responsibilities. So, children’s reading motivation begins from home (Baker, 2003; Zhou &
Salili, 2008; Imperato, 2009; Myrberg & Rosén, 2009).
Children should be encouraged to use oral language to express themselves while
learning about print and books both at home and in school (Bernhardt, 2000). At home parents
can catalyze their children’s reading habit by showing enthusiasm, asking them anything
related to the book, and providing more books. Two effective techniques parents can do to
encourage children to read are reading aloud to them and letting them see their parents read
(Deford, 2009). Moreover, the effective quality of shared book reading is associated with
subsequent voluntary reading. Also Baker, Mackler, Sonnenschein, and Serpell (2001)
examined how parent interacts with their first grade children during storybook reading. If their
parents love reading and if possible, have home library, their children will imitate their habit
and be fond of reading. It is expected that by seeing their parents reading and easily found
books in their home usually they will be eager to read. Baker (2003) states that “children who
have more opportunities to engage in literacy-relevant activities at home have more positive
views about reading, engage in more leisure reading, and have higher achievement.”
Research also shows that the earlier parents become involved in their children’s
literacy practices, the more profound the results and the longer lasting the effects are (Mullis,
The Roles of Parents in Enhancing Student’s Reading…..
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Mullis, Cornille et al., 2004). Additionally, of all school subjects, reading has been found to
be most sensitive to parental influence (Senechal & LeFevre, 2002). In turn,s success in
reading is a gateway to success in other academic areas as well (Jordan, Snow & Porsche,
2000).
Parent’s Background Related to Their Literacy Behaviors
Parents’ background can give effect to children literacy ( David & Susan , 2006), in
a national survey of over 300 centers that they found on overage less than one to books
available per child of those books, the majority were of average a poor quality of books.
Further, print resources tend to be scarce in poor communities our analysis of four
neighborhoods (David and Susan, 2006). Parental involvement in their child’s literacy gives
effect for family background variables, such as social class, family size and level of parental
education (Flouri & Buchanan, 2004), while reading enjoyment is more important for
children’s educational success than their family’s socio-economic status (OECD, 2002).
Parents’ education level and socio-economic status are two demographic factors that possibly
will play a role in parents’ literacy beliefs (Lynch et al., 2006).
Therefore, there is a high possibility that their children will love books if their
parents involve in their children reading activities. On the other hand, low social class parents
were less involved or may avoid direct involvement in their children’s education (Drummond
& Stipek, 2004). They often give priority to increase their income and are often pressured by
their economic and social problems such as providing clothing, emotional support, and
socializing manners (Drummond & Stipek, 2004). This condition prevents them for involving
themselves in their children’s reading and learning activity so that reading motivation of
children from this family are relatively low (Stefanus, 2009).
The Roles of Parents in Enhancing Student’s Reading…..
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THE STUDY
Context of the study
This research used a descriptive method, especially, survey method with a
questionnaire as the instrument in collecting the data. Context of the study was undertaken in
SD Negeri IV Kembang which located in Kaliaman village in Jepara, Central Java Indonesia.
Particularly, parents are from one of Elementary school. The school is chosen because access
to high-quality reading books without spending much money is quite difficult since public
libraries with many books collection are hardly found there.
Participants
The participants of the study were 127 parents SD Negeri Kaliaman 4 in Kaliaman
village, Jepara. There are 25 parents of the second grade, 35 parents of third grade, 32 parents
of the fourth grade, and 35 parents of the fifth grade. The researcher did the reseach from
second to fifth grade in once school because students from all grades can read fluently and
researcher wants to focus in one school only. Besides that, It can help the researcher to get the
data easily and doesn’t spend much time to get data from the parents.
Instruments of data collection
The data collected are related to parents’ backgrounds, parents’ beliefs, parents’
behaviors, and availability of reading books for their children. For collecting the data for this
study, the researcher adapted and combined questionnaires from previous researches
conducted by Lynch et al. (2006), Zhou Salili (2008) , Resti (2011), Dewi (2004) and Kathryn
The Roles of Parents in Enhancing Student’s Reading…..
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V. Drummond (2004) with some modifications. To make it easier for the participants and to
avoid misunderstanding, the questionnaire is written in Bahasa Indonesia.
Data Analysis
The respondents were asked to fill in information regarding their job (optional),
highest education, & their income per month. The questionnaire had 17 questions about the
roles of parents in enhancing children’s reading motivation: 6 questions for the roles of
parents (number 5,6,7,8,11 and 17), 5 questions for parents behavior to encourage their
children reading (number 9, 10, 12,13 and 14) , 3 questions for reading habit or activity
(number 1,2,and 3 ), 3 statements parents’ perceptions (number 4, 15 and 16). The parent’s
responses on part were divided into two categories: “positive” if they agree, strongly agree,
strongly can, can, very often, often and etc, and “negative” if they disagree/strongly disagree,
unneeded, seldom, and never. And also Yes and No answer if participant answer Yes they
should give the result. So, the responses were switched into percentages to indicate major
responds that answer the research objectives. They should give their answer by choosing one
of the options provided for each question. Parents are also asked to write down what parents’
role to help their children reading ability. Microsoft Office Excel was used to count the
average and most frequent answers.
Procedures
The writer went to SD N 4 Kembang in Kaliaman, Jepara .Next, the writer met with
the headmaster of this school to ask for permission to distribute the quesionnaires to parents.
The headmaster gave permission and the teachers were asked to help distribute the
questionnaire to the parents. Parents filled the questionnaires at school during the time the
parents gathered at school to pick up the children’s report cards. After the questionnaire had
The Roles of Parents in Enhancing Student’s Reading…..
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been submitted, 3 days later the researcher took back questionnaire to the teacher. There were
135 questionnaires given to parents but only 127 of them who returned it.
FINDINGS AND DISCUSSION
This section discusses about parents’ background, parents’ perception toward the reading
books, and parents behavior to encourage their children’s reading.
A. Parents’ Background
This part converses about parents’ education level that was separated into two groups;
they are parents with tertiary education and parents without tertiary education.
Figure 1. Parents’ Educational Level
The result showed that 84 % parents of the second to fifth graders are in the category
without tertiary education. They worked as farmers, carpenters, fishermen, merchants,
housewives and bricklayers. Six ten percent (16%) of the total number of parents had tertiary
education and they worked as entrepreneurs and civil servants. Based on the data above, it
showed that the number of parents with tertiary education was less than parents without tertiary
education.
3% 2%
10%
1%
16%17% 20% 20%27%
84%
0%10%20%30%40%50%60%70%80%90%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
with tertiary educaton
without tertiary education
The Roles of Parents in Enhancing Student’s Reading…..
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Figure. 2 Parents’ income per-month
2% 4%1%
7%4% 2% 5%
11%8%
4% 4% 3%
19%
9%
16% 18% 20%
63%
0%
10%
20%
30%
40%
50%
60%
70%
Grade 2 Grade 3 Grade 4 Grade 5 Total
percen
tages
Grade
> 1,6 million
800-1,6 million
800 thousand
<800 thousand
Government has decided the region (Jepara) minimum wages is around eight hundred
thousand rupiahs (Rp. 800.000). The result of the questionnaire showed that 63% of the
parents received less than eight hundred thousand rupiahs per month. The income of 30% of
the total number of parents was eight hundred thousand rupiahs to one million and six
hundred thousand rupiahs (Rp. 800.000 – Rp. 1.600.000). Seven percent (7%) of the parents
stated that their total income per-month is more than one million and six hundred thousand
rupiahs (Rp. 1.600.000). Furthermore, they tend to buy the books that their children are really
needed especially the books that are required by school. This finding was in line with
Karyono (2007), who stated that the daily family routines like reading rarely happens because
of the expensive book price, the parents do not give priority to the books which are not
required by school so that they do not have lots of books at home.
The Roles of Parents in Enhancing Student’s Reading…..
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B. Parents’ perception
Parents’ perception about the books’ price
In this part, the parents’ perception about the books’ price was discussed. It can be seen
in Figure 3.
Figure 3. Parents’ perception about books’ price
2% 2%6% 4%
14%
2% 6%
17%11%
16%12%
5% 4%
51%
2%
12% 8%
2%
24%
0%
10%
20%
30%
40%
50%
60%
Grade 2 Grade 3 Grade 4 Grade 5 Total
percen
tages
Grade
not very affordable
not affordable
affordable
very affordable
The result showed that 51% of parents perceived that books’ price of story books
was affordable. Twenty four percent (24%) of parents thought that the books’ price of story
book was very affordable. Fourteen percent (14%) of the parents’ perceived that books’ price
was not very affordable, whereas 11% of parents thought that books’ price was not affordable.
Based on the data above, it showed that parents in this study thought that the books in
Indonesia were not expensive. This is in contrast with the statement that was revealed by
Darmaningtyas (2004) who assumes that book price in Indonesia was expensive.
Parents’ perception about the quality of story book
In this part, the parents’ perception about the quality of story book was discussed. It
can be seen in Figure 4.
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Figure 4. Parents’ perception about the quality of story book
Over 64% of parents perceived the quality of story book was very good. While, 32%
the number of parents’ perceived that the quality of story book was good. From the data, it
was also revealed that parents thought the quality of story book was not good and not very
good. The story books have not a good quality at all. Based on the data above, it showed that
there was similarity with the result of the previous study David and Susan (2006), in a
national survey of over 300 centers that they found on overage less than one to books
available per child of those books, the majority were of average a poor quality of books. It
means that not all the books have a good quality.
1% 1% 2%1% 1% 2%3%
10% 9% 10%
32%
16% 16% 16% 16%
64%
0%
10%
20%
30%
40%
50%
60%
70%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
not very good
not good
good
very good
Parents’ perception about the number of time the children saw parents reading at home.
In this part, the parents’ perception when the children saw parents reading were
discussed, as can be seen in Figure 5.
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Figure 5. Parents’ perception about the number of time the children saw parents
reading at home.
1%4%
1%
5%
22%
2%
11%8% 9%
33%
5%
9%6%
10%
27%
12%10% 10%
4%
18%
0%
5%
10%
15%
20%
25%
30%
35%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
more than once a day
once a day
once a month
less than once a month
This study has purpose to know how necessary parents’ habit gives effect to their
children to love reading. The results shows that thirty three of parents’ perceived that their
children see them reading once a day. In Figure 5, 27 % of parents’ perceived that children see
them reading once a month. Twenty two percent of parents perceived that children see them
reading more than once a day. While, 18% of parents perceived that children see them reading
less than once a month.
C. Parents’ behavior to encourage children’s reading
Parent’s behavior to encourage their children to read by reading books for their children.
In this part, the parents’ behavior to encourage children reading was discussed, as can be
seen in figure 6.
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Figure 6. Parents read book for their children
The result shows, 32% of parents perceived that they read books for their children
once a day. Other responses to this question parents perceived that they read books for their
children once a month (27%). Moreover, 23% of parents perceived they read books for their
children more than once a day. Only a small number of respondents indicated that 18% of
parents perceived that they read books for their children less than once a month. Based on the
data above, it showed that there was similarity with the result of the previous study by Deford
(2009) in which it showed that one of the two effective techniques parents can do to
encourage children to read are reading aloud to them. It means reading aloud to children is
very important in their reading literacy. According to the questionnaire, parents from second
grade often encouraged their children to read by reading books than the other grades. This is
in line with the statement of Kathryn and Debora (2004) who stated that how parents of
younger children were more likely to be involved in educational activities than parents of
older children. Almost two-third of the participants (70%) said that the mother was one who
read story book for children. Twenty percent (20%) of parents perceived that the father who
12%
4%2% 5%
23%
11%8% 8%
5%
32%
2%
9%6%
10%
27%
1%3%
10%
4%
18%
0%
5%
10%
15%
20%
25%
30%
35%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
more than once a day
once a day
once a month
less than once a month
The Roles of Parents in Enhancing Student’s Reading…..
16
read book for their children. A minority of participants (7%) indicated that both of them, the
father and the mother, who read story book for their children. Three percent (3%) of the
parents said that their children’s older siblings who read story book for children. It showed
that there was similarity between this finding and the result of the previous study by Mc
Carthey (2000). He explained how family is responsible for their child’s education. This can
be seen from the finding that family member especially parents are involved in their children’
education.
The parents were also asked how many times parents bought books for children.
Thirty percent (30%) of parents perceived that they bought books more than once a month.
Moreover, 28% of parents perceived that they bought books once a month. A small number
only twenty five percent of parents thought that they bought books every 3 months. If we now
turn to a minority of participants (17%), the data indicated that the parents bought books twice
a year. This is in line with (Macfarlane, 1994 as quoted by Deford, 2009) who stated that
parents can catalyze their children’s reading habit by providing more books.
When the subjects were asked how many books that children have at home. The result
of this study indicated that 64% of parents perceived that children have are less than 4 books.
Other responses to this question included, 20% of parents thought that amount of books that
children have are 4 to 10. Next, ten percent (10%) of parents perceived that children have no
books. Then, the minority of 6 % of the participants indicated that parents thought that amount
of books that children have are 10 to 30 books. When the subjects (the father or mother or
other family members) were asked their children whether after reading a story book, he/she
ever asked about the characters or the story, they have various answers. Thirty five percent
(35%) of parents said that they often asked about character or plot of the story. The other 30%
The Roles of Parents in Enhancing Student’s Reading…..
17
of parents thought that they seldom to ask about character or plot of the story. Twenty three
percent (23%) of parents perceived that they never asked their children about character or plot
of the story. Only small number of respondents, who are 12% of parents, thought that they
often asked about the character or plot of the story. This is in line with Deford’s research
(2009) who stated that parents can catalyze their children’s reading habit by showing
enthusiasm, asking them anything related to the book. It means that by asking to their child
the questions relating to the book, parents can stimulate their children’s reading habit.
D. Parents’ Reading Habit
Parents’ reading habit in their family
In this part, the parents’ reading habit was discussed. Figure 7 shows the parents’
reading habit in their family.
Figure 7. Reading habit in their family
The data showed that 66% of parents thought they had reading habit. In contrast, 34%
of parents perceived that they did not have reading habit. The most striking result to emerge
from the data is that, only about two-third (2/3) of parents who had reading habit. When the
11% 10% 9%4%
34%
16% 15%19% 16%
66%
0%
10%
20%
30%
40%
50%
60%
70%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
parents who do not read
parents who read
The Roles of Parents in Enhancing Student’s Reading…..
18
subjects were asked if their child like to read books, forty five percent (45%) of parents
perceived that their children like reading. Meanwhile, other response was 30% of parents
thought their children like reading very much. Another finding, the result might explain that
15% of parents thought their children do not like reading. Then, the minority of participants
(10%) indicated that their children do not like reading at all or they hate reading. The parents
were also asked whether they arranged time for their children to study and watch TV. Based
on the questionnaire, 91% of parents answer “Yes” and 9% of parents answer “No”. The
average time for children to study was approximately about 30 minutes to 1 hour to read
books and about 30 minutes to 3 hours children watched Television. Relating to the
environmental condition in Indonesia, it shows that people are rarely to read books to the
child and 50% of children like to spend their free time to watch television every night. It
means that the result is in line with the theory from Mustafa (2005) who stated that every
people house has television. It means that most of children run out of their time to watch TV
than to read books. Furthermore, this is accordingly with Stefanus’s statement (2009) that
Indonesian people did not have reading culture. It means that Indonesian people do not have
habit in reading.
E. Parents’ Role Parents’ role to help their children read.
In this part, the parents’ role that is needed to help children in reading was discussed,
as can be seen in figure 9.
The Roles of Parents in Enhancing Student’s Reading…..
19
Figure 9. Parents need to help children in reading
20%28% 25% 27%
100%
0%
20%
40%
60%
80%
100%
120%
Grade 2 Grade 3 Grade 4 Grade 5 Total
Percen
tages
Grade
do not need
need
Interestingly, those subject shows that 100% of parents perceived that they need to
help their children in reading. If parents answer that they need to help their children in
reading, the participants should give the reason why. The overall answers from the
participants were:
1) The reason is to make their children be able to read fluently.
2) The reason is to make the children learn to read simple words.
Meanwhile, parents were also asked whether they can help their children to read. The
majority of respondents felt that parents can help their children to read (67%). Other
response to this question is that parents can help their children to read (33%). Here are some
way ways the parents mentioned they could help their children to read or cultivate their
children reading habit:
1) To spell the letters.
2) To read their book lesson for children.
The Roles of Parents in Enhancing Student’s Reading…..
20
For older learner from third grade to fifth grade parents they mention:
1) My children can read. I only should provide newspaper or story books for them to make
them learn more their fluently in reading.
2) I and my children reading together with different book.
The parents were also asked about the person who was responsible for the children’s
ability to read. The majority of respondents felt that 70% of parents perceived that parents and
teacher were responsible for their children’s ability to read. Twenty percent (20%) of parents
thought that the teacher were responsible for their children’s ability to read. Other responses
were 7% of parents thought that parents were responsible for their children’s’ ability. Then,
small number of 3% of parents thought that the children themselves who responsible for their
reading ability.
The parents were also asked whether they need to teach their children to read. The
result showed that sixty four percent (64%) of parents thought that it was very necessary to
teach their children to read. Moreover, 31% of parents perceived that they needed to teach
their children to read. Then, five percent (5%) of parents thought they were not really
necessary to teach their children to read. This result indicated that most of the parents realized
that they needed to teach their children to read. Teaching reading to their children was a
strong emphasis on reading that was very important (Barbara and David, 2009).
The parents were also asked whether they have told their children to read or not. It
revealed that sixty one percent (61%) of parents perceived that they often told their children to
read. Other responses to this question included 19% of parents who perceived they very often
told their children to read. Next, the response of 11% of parents perceived they rarely told
their children to read. A small number of respondents indicated that parents never told their
The Roles of Parents in Enhancing Student’s Reading…..
21
children to read (9%). Last but not least, the data indicated that most of parents played their
role especially when they have told their children to read. It means that the result was similar
with the theory of Baker (2003), who stated that parents play a significant role in their
children’ s literacy development as what they believe, say, and do surely make a difference.
F. Parents income and amount of books
In this part, parent’s income affects the amount of books that the children have, as can
be seen in the table.
Parent's income per-month
Average the amount of books
<800 thousand
have no books (20%) less than 4 books (44%)
800 thousand
less than 4 books (20%)
800-1,6 million
4- 10 books (10%)
> 1,6 million 10-30 books (6%)
The current study found that parents who have income less than eight hundred
thousand rupiah per month showed forty four percent (44%) of parents perceived the amount
of books that children have less than 4 books, and twenty percent (20%) have no book. While,
parents who have income eight hundred thousand rupiah indicated that twenty percent (20%)
of parents perceived the amount of books that children have are less than 4 books. Then,
parents who have income eight hundred thousand rupiah to one million and six hundred
thousand rupiah showed that ten percent (10%) of parents perceived that children have 4 to 10
books. Furthermore, parents who have income more than one million and six hundred
thousand rupiah per month indicated that six percent (6%) of parents perceived the amount of
The Roles of Parents in Enhancing Student’s Reading…..
22
books that children have are 10 to 30 books. Therefore, it was not surprising to figure out that
parents who have low-income background tended to be less involved of children reading, it
was showed by the amounts of children’s book that they possessed at home were also
indicated their involvement in their children literacy development.
CONCLUSION
This study looked into the parents’ roles in enhancing the Elementary school’s reading
motivation. The result of the study was very useful for parents to realize how parents can
encourage their children reading activity. The finding showed that all parents realized that
parents need to teach their children to read. Teach reading to their children was a strong
emphasis on reading that was very important (Barbara & David, 2009). Therefore, reading
habit among children in Indonesia was still apprehension or relatively low as many parents
did not directly involve themselves in promoting reading to their children because there was
no reading habit in their family at home too. Therefore, mostly parents who have low income
per month can’t buy books for their children, it was showed by the amount of the book that
children have. Even though most parents said that the books’ price is reasonable and have
good quality, it does not mean that they have lots of book collections in their home. Beside
that, there were little differences parents of second grade seemed to realize about the
important of literacy in reading story book for their children than parents of the third to fifth
grades. It indicated that parents put more attention on the early stage of reading ability of their
children. When the children have already got the ability to read, the parents seemed to care
less about the important of making reading as their children habit. It supported the previous
The Roles of Parents in Enhancing Student’s Reading…..
23
study that shown how parents of younger children were more likely to be involved in
educational activities than were parents of older children (Kathryn & Deborah ,2004). The
parents should know the importance of reading habit as Sénéchal and LeFevre (2002)
demonstrated that children’s exposure to books developed their vocabulary and listening
comprehension skills, which influenced their reading in the third grade. Moreover, reading
book together (parents and children) is a literacy experience that has been found to promote
the children’s literacy development (Sénéchal & Young, 2008).
Family literacy studies have shown that parental storybook reading has an impact on
the children’s success in school-based literacy instruction (Shapiro, Anderson, & Anderson,
2002). Mostly the one who involved reading a story for their children is the mother. When
family members (e.g., parents, older siblings, grandparents, aunts, uncles, other adults) read
stories with frequency and provide responses to the children’s questions in relation to a story,
children learn that printed story book of communicates meaning (Saracho, 2000a, 2000b,
2001). In contrast, not mostly parents especially mother do not arrange their children’s’ time
when they are reading and watching Television.
Moreover, this study is aimed to find out the roles of parents in motivating and
enhancing their children’s reading in Elementary school. Then, the writer wants to know the
students’ problems that occur in reading fluency. Therefore, the result of this study was
expected that it can give benefit for the parents to know the necessary information about the
roles of parents in enhancing children’s reading motivation, especially in Elementary School.
This study can also help parents in encourage their children to read more, provide interests
book story and parents’ involvement is needed. Therefore, the parents’ literacy behavior was
The Roles of Parents in Enhancing Student’s Reading…..
24
influenced by their education, economic level, reading habit in their family, and parent’s
involvement.
Pedagogical Implications
All parents doesn’t always efforts to promote literacy to their children. To build
parents’awareness, teachers could suggest that parents efforts to promote literacy that parents
try to read to their children since early age (Kalia, 2007). Moreover, parents who have more
access or chances to get books was verified to be more involved in their children’s reading
activities. Therefore, school can also help to provide books for students by adding school library
collection, for example by purchasing books from bookstores based on the parent’s view about
suitable books for children.
Limitation of the Study
Limitation of this study is only involved parents in a small town in Central Java and
the amount of the participant were relatively large (127 parents). Therefore, the results got
difficulties when analyzed the data of participants among parents in different grades. However,
the study reveals a tendency that parents from different grades in once school behaves in a
different way in encouraging their children to read.
The Future Researcher
This future research study presented the data about how parents’ education and
economic backgrounds influence their behavior in introducing reading to their children. The
writer hopes that the importance subject will be investigated more to make people or parents
realized the important of parent’s involvement and reading habit in the family for their children
The Roles of Parents in Enhancing Student’s Reading…..
25
future. It is also recommended that it will be better for the future researcher to research literacy
experienced at home varied subject (parents) from different school.
The Roles of Parents in Enhancing Student’s Reading…..
26
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Acknowledgements
Praise the Lord Jesus Christ for care and His love through for my life, thanks for
guidance and Your master plan. Then, I would also like to convey thanks to my supervisor and
examiner, Victoria Usadya Palupi, M.A., ELT and Anne I. Timotius, M.Ed for their valuable
assistance, support and guidance. Besides that, I would like to thank both of my parents, my
beloved sisters and my boyfriend for their love, pray and support not to give up from beginning
to end of my study. I also owe my deepest gratitude to Mas Joko who teaches me how to use
Microsoft Excel in collecting the data. To all my friends especially Melina, Lusi, Wida, Resti,
Debora, Evi, Nia and Inti, thanks for your pray and the wonderful friendship forever.
The Roles of Parents in Enhancing Student’s Reading…..
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Appendix
Nama orang tua(nama anda ) : __________________________________________
Pekerjaan : __________________________________________
Pendidikan terakhir : SD/ SMP/ SMA/ D1/ D2/ D3/ S1(pilihan dilingkari)
Nama Anak : __________________________________________
Kelas : 2 /3 /4 /5 (pilihan dilingkari)
Jumlah Anak Bpk/Ibu : ___________________________________________
Total Pendapatan Keluarga Per bulan
a. Di bawah Rp 800.000,-
b. Rp 800.000,-
c. Rp 800.000,- -Rp. 1.600.000,-
d. Di atas Rp. 1.600.000,-
Silanglah jawaban dan isilah pertanyaan dengan jawaban yang sesuai
dengankondisi Bapak/Ibu. Saya mohon Bapak/Ibu memberikan jawaban sejujur-
jujurnya.
1. Apakah anak Bpk/Ibu suka membaca?
a. Suka sekali c. Tidak Suka
b. Suka d. Tidak suka sama sekali
2. Apakah Bpk/ Ibu mengatur waktu anak membaca dan menonton televisi?
a. Ya
Jika ya, berapa jam sehari anak Bpk/Ibu:
- Membaca :_________________________________
- Menonton televisi :__________________________________
b. Tidak
3. Apakah keluarga Bpk/Ibu punya kebiasaan membaca?
a. Ya b. Tidak
4. Berapa kalikah Anak melihat Bapak/ Ibu orang tua membaca di rumah?
a. Kurang dari sekali dalam sebulan b. Seminggu sekali
The Roles of Parents in Enhancing Student’s Reading…..
33
c. Sekali sehari d. d. Lebih dari sekali sehari
5. Menurut Bpk/Ibu apakah Bpk/Ibu bisa membantu anak membaca?
a. Sangat bisa c. Tidak bisa
b. Bisa d. Tidak tahu
Jika bisa, dengan cara apa Bpk/Ibu membantu anak membaca: __________________________
____________________________________________________________________________
6. Menurut Bpk/Ibu siapa yang bertanggung jawab terhadap kemampuan anak untuk
membaca?
a. Orang Tua c. Anak
b. Guru d. Orang tua dan guru
7. Apakah menurut Bpk/Ibu orang tua perlu mengajari anak membaca?
a. Perlu sekali c.Tidak terlalu perlu
b. Perlu d. Tidak perlu
8. Apakah Bpk/Ibu pernah menyuruh anak membaca?
a. Sangat sering c. Kadang-kadang
b. Sering d. Tidak pernah
9. Apakah ada anggota keluarga Bpk/ Ibu yang membacakan cerita untuk anak?
a. Ya.
Jika ya,siapa yang membacakan cerita? _____________________________
b. Tidak
10. Berapa kali anak dibacakan buku cerita?
a. Kurang dari sekali dalam sebulan
b. Seminggu sekali
c. Sekali sehari
d. Lebih dari sekali sehari
11. Menurut Bpk/Ibu, apakah orang tua perlu membantu anak membaca?
a. Perlu b. Tidak Perlu
Mengapa perlu/ tidak perlu (beri alasan):___________________________________________
____________________________________________________________________________
12. Apakah Bpk/Ibu/anggota keluarga yang lain setelah membacakan cerita, pernah bertanya
tentang tokoh atau isi cerita kepada anak?
a. Sangat sering
b. Sering
c. Jarang
d. Tidak pernah
The Roles of Parents in Enhancing Student’s Reading….. 13. Berapa buku cerita yang anak miliki di rumah?
a. Tidak ada c. 4-10 buku
b. Kurang dari 4 buku d. 10-30 buku
14. Berapa kali Bapak/ Ibu pernah membelikan buku untuk anak Bapak/Ibu?
a. Lebih dari satu kali per bulan c Setiap tiga bulan
b. Sebulan sekali d. Kurang dari dua kali setahun
15. Harga buku bagi anak terjangkau
a. Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
16. Kualitasnya buku bacaan yang tersedia di toko-toko buku bagus
a. Sangat setuju c. Tidak Setuju
b. Setuju d. Sangat tidak setuju
17. Menurut Bpk/Ibu apakah peran orang tua untuk bisa membantu anak bisa/gemar membaca?
________________________________________________________________________
________________________________________________________________________
-Terima Kasih-
34