Influence Pattern Foster People Old And Attitude Language To Reading Ability Understanding
Abstract
This study aims to determine (1) the influence of parents' parenting styles and language attitudes collectively on reading comprehension abilities; and (2) the influence of parents' parenting styles and language attitudes individually on reading comprehension abilities. This research employs a quantitative approach with a descriptive method. Data collection was conducted using questionnaires and objective tests. Questionnaires were used to gather data on parents' parenting styles and language attitudes, while objective tests were used to collect data on reading comprehension abilities. The sample for this study consisted of 69 students. Data analysis was conducted using descriptive statistics and regression analysis techniques. The results of the study indicate that (1) there is a positive and significant influence of parents' parenting styles and language attitudes collectively on the reading comprehension abilities of seventh-grade students at SMP Negeri 1 Maiwa, amounting to 85.5%; and (2) there is a positive and significant influence of parenting styles on reading comprehension abilities amounting to 38.7%, and the influence of language attitudes on reading comprehension abilities is 10.2%. These findings suggest that both good parenting styles and positive language attitudes contribute significantly to students' reading comprehension abilities. Parenting styles provide a greater contribution compared to language attitudes in enhancing students' reading comprehension skills.
References
Burns, P. C., & Roe, B. D. (2007). Teaching Reading in Today's Elementary Schools. Houghton Mifflin.
Garvin, P. L., & Mathiot, M. (1959). The Symbolic Nature of Language. In Proceedings of the Ninth International Congress of Linguists.
Kridalaksana, H. (2001). Kamus Linguistik. Gramedia Pustaka Utama.
Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology, 24(1), 75-100.
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation.
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1-19.
Darling, N. (1999). Parenting style and its correlates. ERIC Digest.
Eccles, J. S., & Roeser, R. W. (2005). School and community influences on human development. In R. M. Lerner (Ed.), Handbook of Child Psychology (6th ed., Vol. 4, pp. 969-1028). Wiley.
Harington, E., & Whiting, B. (2000). Parenting and Child Development in Nontraditional Families. Erlbaum.
McLeod, S. (2013). Parenting styles. Simply Psychology.
Rubin, D. C., & Watson, K. B. (2011). The role of language in reading comprehension. Reading Research Quarterly, 46(1), 8-22. Santrock, J. W. (2011). Life-Span Development (13th ed.). McGraw-Hill. Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.
Suhardi. (1996). Pembelajaran Bahasa Indonesia yang Efektif. Jakarta: Gramedia.
Tirtaharja, O. (2008). Pengantar Pendidikan. Jakarta: Rineka Cipta.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wentzel, K. R., & Looney, L. (2006). Socialization in school settings. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of Socialization: Theory and Research (pp. 382-403). Guilford Press.
Woolfolk, A. (2013). Educational Psychology (12th ed.). Pearson.
