THE CORRELATION BETWEEN STUDENTS’ FAMILY SUPPORT AND ENGLISH LEARNING ACHIEVEMENT OF THE THIRD-YEAR STUDENTS AT THE ENGLISH STUDY PROGRAM OF UNIVERSITAS RIAU

Abstract

This correlation research was conducted to discover the correlation between students’ family support and English learning achievement of third-year students at the English study program of Universitas Riau. The instruments of the research were the students’ family support questionnaire and the student’s English learning achievement scores. The questionnaire, which consisted of 34 questions, was adapted from the Social Family Support Scale and adapted from Thoriq in 2013. The students’ English learning achievement was gained from their GPA (Grade Point Average) of English language skills subjects; Listening Comprehension 1, 2, 3; Speaking 1, 2, 3; Reading Comprehension 1, 2, 3; and Writing 1, 2, 3. The population of this research was the third-semester students of the English study program at Universitas Riau, which comprised 110 students. A cluster random sampling technique was used and this research involved 89 students as samples. The results show that the correlation between students’ family support and their English language skill learning achievement was categorized in the “moderate level”, the family support level was categorized as “high level” and their English language skills learning achievement was classified as “good level” and it was categorized as B+, and the contribution of students’ family support for their English language skills learning achievement is 16.9%.

Keywords

• family support, english, students’ learning achievement