The Influence of Parental Parenting on the English Speaking Ability of PGRI Vocational School Students in Gianyar Regency
DOI:
https://doi.org/10.53682/8xjabc18Keywords:
Parenting Style English Speaking Ability Vocational Students Language Learning SEM-PLSAbstract
This research investigates the effect of parenting style on the English speaking ability of students at vocational high schools (SMK PGRI) in Gianyar Regency. The study adopts an explanatory quantitative design complemented by qualitative insights, employing a mixed-methods approach to obtain a more comprehensive understanding of the phenomenon. Data were gathered through questionnaires, in-depth interviews, and classroom observations involving 90 students from three SMK PGRI institutions in Gianyar. To examine the relationships among variables, the data were analyzed using Structural Equation Modelling with the Partial Least Squares (SEM-PLS) technique. The findings demonstrate that parenting style exerts a positive and statistically significant influence on students’ English speaking ability. This is evidenced by a path coefficient (β) of 0.299, a t-statistic value of 3.215, which exceeds the critical threshold of 1.96, and a p-value of 0.001, indicating a strong level of significance. These results suggest that supportive and positive parenting practices, particularly democratic parenting, play a crucial role in fostering students’ confidence, motivation, and proficiency in spoken English. Furthermore, the study highlights that students who receive encouragement, open communication, and emotional support from their parents tend to demonstrate better performance in English oral communication. Therefore, this research emphasizes the necessity of strengthening collaboration between families and schools to create a supportive and communicative learning environment that effectively promotes the development of English speaking competence among vocational high school students
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