THE ROLE OF PARENTS IN STUDENT'S EDUCATION
Warta Madrasah - Family is
the first environment of child
where the responsibility is on parents.
The relationship between
parents and child
possess certain characteristic that
explain tremendous and
permanent impact of
one upon the
other. The intimacy
and intensity of
contact and everyday
interaction and interchange exist
in an emotionally charged atmosphere. A child serves as
a mirror to
the parent who
sees reflected there
his own childhood,
his own unresolved
and frequently long-term
conflicts, and his
own need and aspiration.
In children‟s education, parents have to create education‟s situation that
is understood by them so it will invite them to the action which is aimed to the education aim. In this case, parents
must give good model and
also give good facilities for children.
Family is the first environment for children
to receive education. Directly, parents play the role as a protector,
caretaker, guiding, teacher
and leader. It can be
concluded that parents
place basic personality which will be useful to the next
children‟s experience.
Parents want their children get
success in school, but a parent‟s role in that success must not be underestimated. In school as in
life, consistent support from
parent is crucial to sustaining a student‟s confidence and sense of achievement. Parents play four distinct
roles in their child‟s education:
1)
Be a cheerleader
Children on It‟s as ant to support
a child who doesn‟t perform well as it is to
congratulate them for success. Real
learning is not based on reward, but on the value the child places the itself. important to
something out of failure and to teach young
learners this vital skill.
Ask the child what they do when
they fail at something they‟re good at. This will help them to see how important it is to keep
trying and it will teach them to access the
skills they already
have when faced
with new or
less interesting challenges.
2)
Be a friend
Learning lesson the struggle child
in school. Maybe they‟re having problems with a teacher, a group of
friend or a bully on the playground.
Sometimes they really need someone who is
willing to hear what they are thinking. Without someone to confide in, the
child will have
extra stress in
their life, which
can decrease self esteem and
motivation. Parents have
to listen respectfully.
The child's concerns can be a major confidence booster
all by itself. If parents take the child
seriously he is more likely to do the same for their education.
Parents can't just leave their child
all up to the teacher. Sure, it's their
job, but even the best and brightest can be hard pressed to address the
individual needs of
every child, especially
in a crowded
classroom. Children still
need personal attention,
so it's the
role of the
parent to make sure they get it. Stay in
touch with the
child's assignments, tests
and on going projects. Set
aside ti me each
day to offer
help. Be available
and enthusiastic; the child needs
to feel like parents want to be there and that
helping them isn't a chore. Connect with their teachers regularly to
keep up
with how things
are going in
the classroom. If
the parents find
the child needs
extra help, be
active in getting
it, or better
yet, work with them
yourself. Tutoring the children can be rewarding for both of you.
3)
Be the enforcer
Enforce in advance by
helping the child set and keep schedules, reach
goals and complete
assignments on time.
Be respectful. Don't expect
the child to know how to use an assignment pad, or understand a class
schedule. They won't
get it right
the first time.
Be patient but unwavering with
the basics and
the student will
catch on. Sometimes
parents will have to be strict, but a little firmness each day will
teach the child vital time management
skills. This will give them a sense of control
and can help
them to prevent
a homework or
term paper crisis.
Be willing to be the bad guy, but
don't make school or homework seem like a punishment.
Parents must think
themselves as the
leader of an expedition,
not a jailor. When things get difficult, they'll respect parent‟s authority and
see parents as a resource for the help they need.
From
the descrip tion above,
it can be
concluded that parents
and family is to student‟s and school
quality. Parents have a role and enormous responsibility to make sure their children are ready to learn and be
successful in school.
Student’s
English Learning Achievement
a. English
Language Learning
English is considered as
the first foreign
language in Indonesia.
It becomes one of the subjects
that students must learn both at junior and senior high
school. Since English
is compulsory subject
and a part
of the school
curriculum, students have to study it.
Although English is taught at both junior and senior high school,
the result of
the teaching program
in our country
has not been
satisfactory. Students are
learning English because
English is compulsory
subject they have to study it. So, they only learn
English, but not acquire it. Furthermore,
they do not have any aims about their English learning. Krashen draws
a distinction between
learning and acquiring
a language. Acquisition is
defined as a subconscious process that is identical to the process used in the first language
acquisition in all important ways, while
learning is defined
as conscious knowing
about a target
language. While acquisition is taking place, language learner
is not always aware of the result; they are
not very concerned
with grammatical rules
and error correction.
They
are gaining a target language by living in society where the language is used
in their daily
lives. When language
learners talk about
the rules of
a target language, they correct
errors, and people in the society do not
speak the target language, they are
learning the target language.
In this
case, learning is
always affected through „monitor‟, or effort on
the part of learner to control his language output and to self-correct it
whenever necessary. The
monitor can become
effective in a communication
situation only if (a) there is enough time to operate, (b) the speaker
is concerned with the correctness of his speech production, and (c) the speaker knows the correct rule.
Furthermore, what
makes learning possible
is the information
received in parallel to the
linguistic input in the narrower sense: the learner must know who is speaking to whom, when and
where, he must be able to watch
the accompanying language‟ facial etc.), and he
must note the reactions
of listener. Eventually
he should be
able to establish
a relationship between
identifiable segments of
the sound stream
and particular pieces of the parallel information.
b. Definition of
Learning
The
meaning of learning can be found in any dictionary. For instance, the Webster’s Ninth New Collegiate Dictionary:
To learn (verb): (1) to gain knowledge or understanding of or skill
in by
study, instruction, or
experience (2) memorize
(the lines of
a play), to come
to be able (to dance), to come realize (3) to come to know to acquire knowledge or skill or a behavioral tendency.
Learning
acquiring it‟s enduring in being
not dictated by
genetic predication; it
also a relative
yet permanent change
in behavior resulting
from practice. For
the most part,
learning is change in behavior and capacity acquired
through experience. According to Chris,
learning involves the
acquisition of particulars kill which is useful in here and
now, or knowledge which is relevant for the
moment but may not have broader
educational value.
Furthermore,
there hadits which said that: Learning begins at birth and end at death. It is one of the most pervasive phenomena to be observed on
earth. People learn
under a wide
range of condition
and circumstances. We learn more
or less continuously at home, on the street, at the office and factory and in the classroom. This learning often takes
place under the most casual and unplanned
condition.
More
specifically, Brown breaks down the definition of learning into some items. They are: 1 ) Learning is acquisition and getting
2)
Learning is retention of information or skill
3)
Retention implies storage system, memory cognitive organization
4)
Learning involves active, conscious focus and acting upon events outside or inside the organism.
5)
Learning is relatively permanent but subject to forgetting
6)
Learning involves some form practice
7)
Learning is change in behavior3
Philip
mentions the learning product which may result from learning activity.
These product s are:
(1) skill and
habit, (2) social
competence, (3) abstract and creative thinking.
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