THE CORRELATION BETWEEN STUDENTS’ FAMILY SUPPORT AND ENGLISH LEARNING ACHIEVEMENT OF THE THIRD-YEAR STUDENTS AT THE ENGLISH STUDY PROGRAM OF UNIVERSITAS RIAU
DOI:
https://doi.org/10.33578/pjr.v6i6.8801
Keywords:
family support, English, learning achievementAbstract
This correlation research aimed to examine the relationship between students’ family support and English learning achievement of third-year students in the English study program at Universitas Riau. The instruments included a 34-item family support questionnaire, adapted from the Social Family Support Scale (Thoriq, 2013), and students’ English learning achievement scores obtained from their GPA in English language skills subjects: Listening Comprehension 1–3, Speaking 1–3, Reading Comprehension 1–3, and Writing 1–3. The population consisted of 110 third-semester students, with 89 students selected using cluster random sampling. The results indicated a moderate correlation between family support and English learning achievement. Students’ family support was at a high level, and their English learning achievement was at a good level (B+), with family support contributing 16.9% to students’ achievement.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
