the roles of parents in enhancing student’s...

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 :


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

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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:

iv

v

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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…..

1

The Roles of Parents in Enhancing Student’s Reading Motivation:


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,


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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


3

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,

http://www.nova.edu/ssss/QR/QR5-3/mcdermott.html#mccarthey


7

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).


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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


9

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


10

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


11

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%


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.


12

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%


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%


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%


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%


Percen

tages

Grade

more than once a day

once a day

once a month

less than once a month


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%

http://www.nova.edu/ssss/QR/QR5-3/mcdermott.html#mccarthey


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%


Percen

tages

Grade

parents who do not read

parents who read


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.


19

Figure 9. Parents need to help children in reading

20%28% 25% 27%

100%

0%

20%

40%

60%

80%

100%

120%


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.


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


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


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


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


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


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.


26

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31

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.


32

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


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

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