






































Sebuah Kajian Pustaka:


English Language Teaching Educational Journal (ELTEJ) 
Vol. 2, No. 2, 2019, pp. 90-101 
E-ISSN: 2621-6485  

  

The Influence of Family’s Support for Students English Learning 

Achievement at Elementary School Age 

 
1Arum Priadi, 2Rafa Aly Nuha 

1Central China Normal University 
2Universitas Ahmad Dahlan  

1arumpriadi@gmail.com, 2rafaalinuha17@gmail.com  

 

Abstract 

This research is carried out 1) to find out whether there is a positive and significant correlation between 

family’s support and students’ English learning achievement and 2) to find out whether there is a 

difference between students who get the support and students who do not get the support from family. 

This research belongs to correlational research with quantitative approach. It was held at SD Negeri 

Kaliwungu 05, Cilacap in academic year 2017/2018. The sample of this research is the fifth grade 

students at SD Negeri Kaliwungu 05. The data collecting techniques of the research were questionnaire, 

documentation, and interview. Then in analyzing the data, the researchers used Product Moment Formula 

with computer application SPSS. The result findings show that : 1) family’s support (X) level is in 

“supported” level at SD Negeri Kaliwungu 05. 2) The level of students’ English learning achievement (Y) 

at fifth grade of SD Negeri Kaliwungu 05 is in “fair” level. 3) there is positive and significant correlation 

between family’s support and students’ English learning achievement of the fifth year students of SD 

Negeri Kaliwungu 05, Cilacap, shown by the coefficient correlation 0.508. 

Keywords: family’s support, learning achievement, correlation 
 

How to Cite: Priadi, A. & Nuha, R.A. (2019). The Influence of family’s support for students English 

learning achievement at elementary school age. English Language Teaching Educational Journal, 2 (2), 

90-101 

  

 

INTRODUCTION 

Among the factors influencing students’ learning achievement, motivation from 

parent is really needed and it is a very important reason for different achievements. Qin 

Xiaoqing in Li & Pan (2009) says that motivation is a very important factor which 

determines the success or failure in the learning, for motivation can directly influence the 

frequency of using learning strategies, will power of learning, goal setting, and persistence 

in learning. Qin (2009) also says that learning motivation influences the learners’ 

autonomous learning ability and determines the learner confidence in overcoming learning 

difficulty. These theories on motivation demonstrate that motivation, as one of the most 

important factors determines the success in learning. And most effective motivation comes 

from parents as children’s closest person. The relevant study from Amorós-Martí (2016) in 

their research Learning together, growing with family, uses qualitative descriptive. Results 

showed a high quality of implementation with respect to the group facilitator and the 

programme organization factors, followed by the coordination with services and the support 

facilities offered to participants and, finally, by the factors of fidelity and prior organization 

steps. Results of the focus groups confirmed that the prior steps were challenging and 

offered the more effective strategies. Better quality in the implementation factors predicted 

better parenting styles and parental competencies after the programme, as well as a higher 

attendance rate. In sum, this study demonstrates the importance of good implementation in 

at-risk contexts and provides some clues as to the key elements that moderate programme 

effectiveness. The differences between this study is that their research is qualitative 

descriptive and aimed to know the importance of good implementation in at-risk and 

provide some clues to improve programme effectiveness on promoting parents-children 

mailto:arumpriadi@gmail.com
mailto:rafaalinuha17@gmail.com


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91 

relationships. The similarity is that the sample of this study were children between 6 to 11 

years old. And second, from Kilic (2010) in “The influence of constructivism with family 

and instructor support on students’ success and conceptual learning capabilities in science 

lessons,” the purpose of this study is to investigate the effects of constructivism with family 

and primary school teachers’ support onconceptual learning capabilities and 

accomplishment of 5th grade students attending sound unit in Science Lessons. The 

similarities of this research are the sample from primary school and factor family support 

for their children’s learning achievement. The difference is from the kind of research. This 

research is categorized into experimental research. And the result shows that family’s 

support has a positive effect upon students’ achievement. 

In elementary school level, family’s factors should have significant effect for 

students especially in critical age like in elementary school age, because they need affection 

from their parents. It is really good for their learning achievement and their mental health. 

At that age, children usually start to think about their school, they want to get the best 

achievement as well. Parents need to help them if they want the best for their children, not 

just for good achievement but that would be good for child growth. Parents want their 

children to get the best achievement as a result of learning in the school. They learn at 

school but parental involvement is still urgently needed because they are still children. It is 

because children in elementary level still have dependency on their parents. Most of their 

daily activity definitely involve parents. So every touch from their parents will have a 

significant effect on children, whether it is good or bad. So parents’ support is really needed 

by children to get a good learning achievement. But at this time many parents do not realize 

that their involvement is needed by their children.  

In this research, the researchers feel interested to find out the correlation between 

family’s support and English learning achievement at SD Negeri Kaliwungu 05. Thus the 

problems of this study are, therefore, formulated in the following research questions: 1) Is 

there any positive and significant correlation between parents’ support and students’ 

English learning achievement at elementary school age? 2) Is there any difference between 

students who get the support and students who do not get the support from parents? 

Based on the research problems above, this study was conducted to know whether 

there is a positive and significant correlation between parents’ support and students’ English 

learning achievement. 
 

Family 

According to Hansen in Kaakinen “Family refers to two or more individuals who 

depend one another for emotional, physical, and economical support. The number of the 

family is self-defined (2010). 

Burgess & Locke (1953) in Kaakinen (2010) adopted the following traditional 

definition in their writing: 
 

“The family is a group of persons united by ties of marriage, blood, or adoption, 

constituing a single household; interacting and communicating with each other in 

their respective social roles of husband and wife, mother and father, son and 

daughter, brother and sister; and creating and maintaining a common culture.”  

 U.S. Cencus Bureau defines family as two or more people living together related by 

birth, marriage, or adoption (Kaakinen, 2010). Mac Iver and Page in Khairuddin (2008) say 

that “family is a group defined by a sex relationship sufficiently precise and enduring to 

provide for precreation and upbringing of children. 
 

 

  



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Family Support 

 Family’s support is something that reflects family’s toughness on the needs of the 

child. Emotional or esteem support conveys empathy, caring, concern, positive regard, and 

encouragement toward the person. It provides comfort and reassurance with a sense of 

belongingness and of being loved in times of stress. Tangible or instrumental support 

involves direct assistance, as when people give or lend the person money or help out with 

chores in times of stress. Informational support includes giving advice, directions, 

suggestions, or feedback about how the person is doing (Sarafino, 2011). Emotional support 

leads to emotional aspects in family-children’s relation, includes physical behaviour or 

verbal that shows affection or support and positive communication between family and 

children. Instrumental support includes non-physical behaviour but still has contribution in 

feelings recieved by children. The form of instrumental support may be the provision of 

facilities and infrastructure to support children to get better learning achievement (Lestari, 

(2012), Adityas (2017)). In another setting of research, family support is proven 

significantly shaped the Indonesian-Muslim youths’s ways of understanding their 

Muslimness in Australia. These young Muslims hold essentialised understandings of 

Muslim identity, Australian identity and Indonesian identity (Zulfikar, 2001). 
 

Learning 

According to Burton quoted from Aunurrahman (2012:35), learning is behavioral 

changing in every person as a result of an interaction between a  person and another person 

or a person with environment so they can interact with their environment. Learning is a 

process of permanent behavioral changing as the result of some act, practice, and 

observation. Brown (2006) also explains that learning is change in behavior, it is relatively 

permanent but subject to forgetting. 

Chaplin in  Dictionary of Psychology (2010) limits learning in two kinds of formula. 

First, learning is a result of  behavioral change which is relatively permanent as a result of 

practice and experience. Second, learning is a process in getting response as a result of 

special practice.  
 

Learning Achievement 

Achievement is the result of the study. The result is obtained with an evaluation. 

“Achievement test is a proccess to define students learning result using a test or measuring 

students learning achievement”. In addition, achievement is a thing that somebody has done 

successfully, especially using his or her own effort and skill (Hornby (2010), Arikunto 

(2013), Brown (2004), Anggraeni, Endriyati & Pratolo (2019)). 

Hughes in his book says that achievement tests are directly related to language 

courses, their purpose is to know how successful individual students, groups of students, or 

the courses themselves have been in achieving the objectives” (1992). Everyone would get 

different achievement one another based on his or her result in learning after being 

evaluated. It can be low, medium or high achievment. The achievement obtained by the 

students is different based on their intelligence, attitude or talent. When doing learning 

activity, though it is done in the same way, on the same place and with the same instrument, 

many factors may influence the students’ learning achievement. 

 

 

RESEARCH METHOD 

This research is correlational research with a quantitative approach (Creswell 

(2012), Bachman (2004), Brown & Rodgers (2002)). The sample of this research was fifth 

grade students of SD Negeri Kaliwungu 05 consisting of 27 students. The data in this 



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93 

research were scores. For collecting the data the researchers used questionnaire and 

documentation of students’ final exam result. For the questionnaire’s validity, the 

researchers used expert judgement. First, the researchers decided that the sample was the 

5th graders of primary school with consideration that 5 graders still need support from their 

family. Second, the researchers chose the instruments to collect the data from those 

variables that are questionnaire and documentation. Third, after the data were collected, 

they were analyzed by using product moment formula with computer application of SPSS. 

 

FINDINGS AND DISCUSSION 

The researchers present the data description based on the data obtained from the 

research conducted at SD Negeri Kaliwungu 05 in academic year 2017/2018. The 

description consists of two variables, they family’s support (X) and students’ English 

learning achievement (Y). The first, family’s support (X) is the variable which influences 

English learning achievement. In this case, the data were gained by using a questionnaire 

distributed to the students. Second, English learning achievement (Y) is the variable 

influenced by the (X). The data were also obtained from documentation. The researchers 

used the computer program on SPSS (Statistical Package for Specific Science) in analyzing 

all of the variables or the data. The description presented here involves the mean, standard 

deviation, maximum score and minimum score of the variables. The result of the calculation 

is drawn in Table 1. 

Table 1. Description of Data Analysis 

Variable 
Total 

Sample 
Mean SD 

Highest 

Score 

Lowest 

Score 

X 27 68.66 4.607 74 57 

Y 27 67.03 3.96 75 60 

 

The data in Table 1 are the general description of data finding by using SPSS. The 

description of each variable is presented as follows: 

Family’s Support 

In this research, family’s support is the independent variable (X). The data were 

collected by using the questionnaire given to the students of fifth grade SD Negeri 

Kaliwungu 05. The result of the calculation shows that the mean is 68.66 and the standard 

deviation is 4.607. The highest score for the family’s support is 74 and the lowest is 57. The 

result of the calculation can be seen in Table 2. 
 

Table 2. Categorization of Family Support 

Score Interval F Percentage Category 

≥ 72 8 29.63% Very Supported 

71-64 16 59.26% Supported 

< 64 3 11.11% Less Supported 

 

Based on Table 2, the general average of family’s support of fifth graders of SD 

Negeri Kaliwungu 05 in 2017/2018 academic year can be categorized into supported 

category. Table 2 shows 59.26% for the Supported. 

English Learning Achievement 

In this research, students’ English learning achievement is the dependent variable 

(Y). The data collected by using documentation were taken from the teacher of fifth graders 



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at SD Negeri Kaliwungu 05. From the calculation process, the data analysis shows that the 

mean score is 67.03 and the standard deviation is 3.96. The highest score of English 

learning achievement is 75 and the lowest score is 60.  

Based on the scale, the researchers distribute the students’ English learning 

achievement result into Table 3: 
 

Table 3. Categorization of Students’ Learning Achievement 

Score Interval Frequency Percentage Category 

≥ 73 3 11.11% Very Good 

69 – 72 5 18.52% Good 

65 – 68 10 37.04% Fair 

61 – 64 8 29.63% Poor 

< 61 1 3.70% Very Poor 

 
From the data explained in Table 3, the result shows that there is only 1 student who 

is in very poor category out of 27 students, and there are  3 students that got very high 

category. The highest level is in fair, with 10 students. Therefore, the researchers can 

classify the students at SD Negeri Kaliwungu 05 are in fair category because it is the 

greatest number.  

 

Hypothesis Testing 

In the hypothesis testing, this research uses the Pearson product moment. Before 

this hypothesis is done, firstly it should fulfill several requirements, that is, the description 

from of X and Y variables should be normal and it can be applied by test of normality. The 

relationship between X and Y variables should be linear, it can be applied by the linearity 

test. 

To fulfill the requirement of the inferential statistics, the researchers tested the 

normality of the data distribution and the linearity of existing relationships between 

variables. Those are the tests done to determine whether the data analysis technique can be 

applied or not. 

The test of normality is aimed at revealing whether or not the distribution of the data 

score is normal and the Kolmogorov-Smirnov Test is used. The computation is done by the 

help of SPSS Computer program. The result can be said normal if p > 0.05. The print out-

processing from normality test as follows: 
 

 

 

 
 

 

 
 

 

 

 

 

 

 



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Table 4. SPSS Output of Test Normality 

One-Sample Kolmogorov-Smirnov Test 

 Family 

Support 

Students’ 

Learning 

Achievement 

N  N 27 27 

Normal Parameters 

 

a,b Mean 68.6667 67.0370 

  Std. 

Deviation 

4.60769 3.96602 

Most Extreme 

Differences 

Absolute  

Positive 

Negative 

.196 

.124 

-.196 

.111 

.111 

-.072 

Kolmogorov-Smirnov Z  1.016 .579 

Asymp. Sig. (2-tailed)  .253 .891 

     

a. Test distribution is normal 

b. Calculated from data 
 

Case Processing Summary 

 Cases 

Included Excluded Total 

N Percent N Percent N Percent 

Student’s 

learning 

achievement 

* Family’s 

support 

27 1000.% 0 .0% 27 100.0% 

 

The variable of family’s support above shows K-S Z = 1.016 with p = 0.253, it 

means that family’s support’s test distribution is normal. And variable of English learning 

achievement shows result K-S Z = 0.579 with p = 0.891. It means that English learning 

achievement’s test distribution is normal.  

The test or linearity is used to know whether the relationship of two variables is 

linear or not. Test of linearity between variable of family’s support toward students’ English 

learning achievement has a result F = 1.171 with significant 0.379 (p > 0.05). It means that 

the relationship between variable family’s support and students’ English learning 

achievement is linear because significant level is higher than 0.05 (5%). 

The test of linearity was by using Compare Means test for linearity with SPSS. The 

data are linear if probability or  p > 0.05. The output of SPSS  is as follows: 
 

 

 

 

 

 

 
 

 

 



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Table 5. Test Linearity 

 Sum of 

Squares 

df Mean 

Square 

F Sig. 

Student’s 

learning 

achievement 

Between 

Groups 

(Combined) 

Linearity 

Deviation 

from 

Linearity 

238.546 

105.510 

133.036 

11 

1 

10 

21.686 

105.510 

13.304 

1.909 

9.287 

1.171 

.121 

,008 

.379 

Family’s 

support 

Within 

Groups 

 170.417 

 

15 11.361   

 Total   408.963 26    

 

Based on table test of linearity above each variable forms a linear curve with p value 

(0.379) > 0.05. It can be concluded that the relationship between family’s support and 

students’ English learning achievement is linear. 

 

Hypothesis Testing Analysis 

After the test of normality and test of linearity were done, the hypothesis testing was 

done. In the hypothesis testing, the regression analysis was used with the level of 

significance of 5%. The main hypothesis of this research is that there is a positive and 

significant correlation between the family’s support and students’ English learning 

achievement and family’s support makes the students’ English learning achievement better.. 

The Relationship between the Family’s Support and English Learning Achievement 

The coefficient correlation shows 0.508 and probability value   P = 0.007. The 

researchers use the r value in the table (r table) to compare with the r value obtained (r xy). 

It can be seen that the r value obtained in the research is higher than the r value in the table, 

that is, 0.508 > 0.381. It means that the hypothesis of the research can be accepted. r 

squared shows 0,258 that means the independent variable or variable family’s support 

affects the dependent variable or the English learning achievement about 25.8%. 

From the discussion above, the hypothesis testing can be interpreted that there is a 

significant correlation between the family’s support and English learning achievement of 

the fifth grade of SD Negeri Kaliwungu 05 Kedungreja, Cilacap in 2017/2018 academic 

year. The family has a tendency to influence the students’ English learning achievement 

about 25.8%. Table 6 shows the summary of the result of the correlation coefficient. 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Table 6. SPSS Output of Correlation X and Y 

Measures of Association 

 r r squared Eta Eta Squared 

Students’ 

learning 

achievement

* 

family 

support 

.0508 .258 .764 .583 

Correlations 

   Family’

s 

support 

Students’ 

learning 

achievement 

Family’s 

support 

Pearson Correlation 

Sig. (2-tailed) 

N 

 1 

 

27 

.508** 

.007 

27 

Students’ 

learninng 

achievement 

Pearson Correlation 

Sig. (2-tailed) 

N 

 .508** 

.007 

27 

1 

 

27 

** Correlation is significant at the 0.01 level (2-tailed) 

 

 

Discussion 

The result of the data analysis shows that the mean of data is 68.66, and the mean is 

applied in the category of students’ Family’s support. The mean exists in the interval 71-64. 

It  can be concluded that the average of family’s support is categorized into supported level.  

From the data on the students’ family’s support, it can be seen that there are 16 

students from the number of sample who have supported by their family or 59.26%. 

meanwhile there are still 8 students or 29.63% who are classified very supported and 3 

students or 11.11% under the category of less supported by their family.  

Even though the percentage shows that students’ support is in supported category 

and the coefficient correlation shows that there is a significant and a positive correlation 

between family’s support and students’ English learning achievements. It still needs an 

improvement from family’s support itself and the teacher must pay more attention to every 

student so that the student feels more supported even though not by their family. 

Based on the overall interview, the students are supported enough through facility 

like book, stationary, and place for study provided by their family. But there are some 

students that studied by themselves. It was due to the lack of knowledge that their family 

have or the low awareness of the importance of family support for school-aged children, 

especially elementary school as reflected in the interview sample below. 

Student A 

R: Does your family accompany when you are studying? 

S : No 

R : How if you have a trouble in learning?? 

S : Do it by myself, if it is hard, I ask for help to mother. 

R : Does your family give books? 

S : Yes. It is provided by my family 

R :If you get a good result of learning, is your family happy? 

S : Yes they happy but do not give a gift, just praise 



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R : How do you get to the school? 

S : Bicycle 

R : Your family reminded you to eat breakfast before going to school? 

S : Yes. They are. 

R: If it is rains, does your family pick you up to school? 

S :No, I’ll wait till the rain stop 

 

Students B 

R : Does your family accompany when you are studying? 

S : No 

R : If you have difficulty in doing homework, who helps? 

S : Ask father for help. But he is no helping 

R : If you got a good learning result, is your family happy?? 

S : Just normal 

R : Does your family give you stationary?? 

S : Yes 

R : Does your family giv you books?  

S : No, all the books are from school 

 

 Note :  R = Researcher 

  S = Students 

 

The other reason is because family whose majority was farmers and the low level of 

education they achieved underlies the lack of knowledge that family have, and there are 

some family working outside the city so that the students as children have difficulty in 

learning. Even there were students who studied at his neighbor’s house because no body 

taught them at home as reflected in the interview sample below. 

Student  

R : When you are at home, who is with you when studying? 

S : I study by myself 

R :How if you get a trouble in studying? 

S : Get help to neighbors 

R : Does your family give you books? 

S : Yes, they do 

 

Headmaster 

R  : Are there any students’ families that take the students to school? 

H  : Very rarely, because the students are brave enough to go to school by 

themselves.Their homes are near also 

R  :Does the students’ family take the report card by themselves? 

H  : Mostly, they took the report card by themselves. Unless their family is working 

outside of java 

Note :  R = Researcher 

  S = Students 

  H = Headmaster 

 

The result of data analysis shows that the mean of data English learning 

achievement is 67.04. By seeing the table it can be seen that the average of English learning 

achievement score is categorized into fair level. Based on the table in data interpretation 

above, it can be seen that most of students from the number of sample are in fair level.  It 



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shows 10 students in fair level or 37.06% and there are 3 students who have very good 

achievement level or 11,11% from total sample of 27 students. And there is still 1 student is 

in very poor level. The main reason the English learning achievement is in fair level or 

below is because English subject learned just from fourth grade not from the early school 

like first or second grade. The students also have little difficulty in adapting to English 

because less time given, in one week students are only taught English 2 hours of lessons for 

5 and 6 and 1 hour lesson for grade 4. And the other reason is that the teacher teaching the 

English subject is not a teacher from his field (English) but a teacher is from another subject 

but understands English. Even though the percentage shows that learning achievement of 

fifth grade students in fair level and the family’s support has a positive effect to learning 

achievement. The students’ English learning achievement still needs improvement from 

teacher and students. Because there is still 1 student in very poor level and the lesson time is 

needed to be added per week.  

 

Hypothesis Testing Interpretation 

The result of statistic analysis proves that the value of r x y is 0.508. This value, 

then, it is consulted to r table which shows 0.381, with the level of significance 5% and the 

number of subject 27. As a result, the value of r xy is higher that r table (0.508 > 0.381). 

This result indicates that there is a significant correlation between family’s support and 

student’s English learning achievement. Based on the result, it can be concluded that the 

students who have fair level on the family’s support will tend to have a fair score in English 

learning achievement.  

Moreover this result strengthens the Beest & Baerveldt’s statement that emotional 

support tends to make an emotional aspect in family-children’s relation. Emotional support 

can be affection or support and positive communication between family and children. 

Instrumental support includes non-physical behaviour but still has contribution in feelings 

recieved by children. The example of instrumental support could be the provision of 

facilities and infrastructure that support the children get better English learning 

achievement. 

 

CONCLUSION 

 Firstly, the family’s support is one of external factors that determine the English 

learning achievement. If someone has high family’s support, it means that she/he will get 

good score in English learning achievement. The English learning achievement also 

depends on her/his family’s support. In this research, the family’s support on fifth grade 

students of SD Negeri Kaliwungu 05 in 2017/2018 academic year is in supported level. 

From the data on the students’ family’s support, it can be seen that there are 16 students 

who were supported by their family or 59.26% or more than a half of the total sample.   

Secondly, the English learning achievement as a dependent variable is a result that 

has been reached at SD Negeri Kaliwungu 05 especially by fifth grade students. This 

variable is affected by independent variable or in this research, that is family’s support. The 

English learning achievement is something done by the learners by the process of learning 

and practice. The result of English achievement after calculation is categorized into fair 

category, 10 students or 37.04% are in this category.  

Finally, the family’s support and learning achievement theoretically are two things 

that cannot be separated. It is supported by hypothesis testing analysis that the coefficient 

correlation of X and Y variables of the study is 0.508. The data analysis shows that r x y 

value is higher than r table for the level significance of 5%. This result shows that the 

hypothesis is accepted. It can be stated that the increase of family’s support is followed by 

the increase of the English learning achievement. 



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