Parental Involvement in Enhancing Intrinsic Motivation in EFL Learning in Indonesia
Abstract
Parental involvement is a critical driver of student motivation and achievement worldwide, yet its specific role in fostering intrinsic motivation among Indonesian learners of English as a Foreign Language (EFL) remains underexplored. This systematic review examines 13 empirical studies published between 2019 and 2024, identifying five principal themes of parental engagement: academic support and resource provision, emotional and motivational involvement, parental beliefs and expectations, home environment and external influences, and learner autonomy with motivational outcomes. The analysis shows that parents who actively participate, providing resources, encouragement, and positive beliefs, significantly strengthen their children’s self-driven interest and persistence in English learning. Moreover, a supportive and stimulating home environment, alongside opportunities for autonomy, are found to be decisive factors in sustaining intrinsic motivation. The findings highlight the multifaceted mechanisms through which parental behaviors enable Indonesian EFL learners to internalize the value of English proficiency, emphasizing the necessity for educational policies and parental engagement programs that strategically cultivate these motivational pathways. Ultimately, leveraging these insights can enhance both instructional practices and learners’ long-term language outcomes.
References
Ahmad, A., Z, Mujahidah, & Nur A. (2024). Students’ motivation in learning English listening skills independently. Education of English as a Foreign Language Journal (EDUCAFL), 7(2). https://educafl.ub.ac.id/index.php/educafl/article/view/514Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bronfenbrenner, U. (2018). The ecology of human development: Experiments by nature and design. Harvard University Press.
CASP. (2018). Critical appraisal skills programme: Qualitative checklist. https://casp-uk.net/casp-tools-checklists/
Chen, X. (2015). Cultural influences on immigrant parental involvement and children's motivation for English language learning. Journal of Language, Identity & Education, 14(2), 89–105. https://doi.org/10.1080/15348458.2015.1019406
Cummins, J. (2017). Fluency in second language learning: The impact of social and cultural context. Routledge.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge.
Farida, L., Mustofa, M., & Romadhon, M. G. E. (2024). Can I Speak English in My Home?: The Role of Parents’ Support In Students’ English Learning Motivation: A Narrative Study. Ethical Lingua, 11(2), 467–481. https://ethicallingua.org/25409190/article/view/762
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PLOS ONE, 10(9), e0138237. https://doi.org/10.1371/journal.pone.0138237
Hanif, R & Saputra, E. (2024). The impact of parental involvement on students' English learning achievement: A study of MAN Matangkuli. Getsempena English Education Journal (GEEJ), 11(2), 62-74.
Hart, B., & Risley, T. R. (1995). Meaningfull deifferencces in the everyday experience of young American children. Paul H Brookes Publishing.
Hart, B., & Risley, T. R. (2015). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing.
Hill, N. E., & Tyson, D. F. (2017). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 53(8), 1316–1335. https://doi.org/10.1037/dev0000349
Hoover-Dempsey, K. V., & Sandler, H. M. (2019). The parent involvement model: Research and applications. Routledge.
Jeynes, W. H. (2017). A meta-analysis: The relationship between parental involvement and student achievement. Urban Education, 52(2), 170–201. https://doi.org/10.1177/0042085915623469
Kim, B. S., & Hill, N. E. (2020). Parental Involvement and Children’s Academic Achievement : A Meta-Analysis.
Kasi, Y. E. M., Suparno, & Asib, A. (2021). Parents’ Perception: Involvement in Children’s English Learning Achievement amid the Covid-19 Pandemic. Dalam Proceedings of 2nd International Conference on the Teaching of English and Literature (hlm. 23–31). Bengkulu, Indonesia, November 6th, 2021.
Khajavi, Y., & Ketabi, S. (2020). Parental involvement and its effects on motivation: Perspectives of Iranian EFL learners. Language Learning Journal, 48(4), 495–508. https://doi.org/10.1080/09571736.2019.1637562
Kim, S., & Hill, N. E. (2020). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 112(7), 1314–1342. https://doi.org/10.1037/edu0000404
Lestari, M. B., & Margana, M. (2024). Communicative Language Teaching (CLT) Implementation in Kurikulum Merdeka: A Lesson From English Teachers’ Voices. JOLLT Journal of Languages and Language Teaching, 12(4), 1657–1672. https://e-journal.undikma.ac.id/index.php/jollt/article/view/11266
Liu, H., Wang, J., & Chang, S. (2018). Parental emotional support and language learning motivation in EFL learners. System, 78, 159–170. https://doi.org/10.1016/j.system.2018.06.001
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mujahidin, & Margana. (2024). Investigating Motivational Factors Among EFL Students in Learning English at Kampung Inggris Jogja. Britain International of Linguistics, Arts and Education (BIoLAE) Journal, 6(2), 62-74. http://biarjournal.com/index.php/biolae/article/view/1081
Murtiningsih, S. R., Ayuningtyas, S., & Haryadi, D. (2024). Creating a Smart Learning Environment for English Proficient Students: Parental Involvement. SHS Web of Conferences,202,04012.https://www.shsconferences.org/articles/shsconf/abs/2024/22/shsconf_icense2024_04012/shsconf_icense2024_04012.html
Musa, N. A., Wulandari, S., Ramdani, A., Reskyani, & Noni, N. (2024). The English Instructor’s Perception of Private Tutoring for Secondary School Students in Indonesia. LIFE, 23(2), 387–396. Universitas Negeri Makassar, Indonesia. https://jurnal.fs.umi.ac.id/index.php/tamaddun-life/article/view/731
Pratiwi, P. A. A. S. (2020). The relation of Balinese EFL learners’ prior learning experience and present proficiency. Lingua Cultura, 14(1), 31-41. https://journal.binus.ac.id/index.php/Lingua/article/view/6272
Pomerantz, E. M., Moormaan, E., & Litwack, S. D. (2018). The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives : More is Not Always Better.
Ratnadi, N. N. A. (2024). Family Support as a Determinant of Motivation in Early Childhood English Learning. GENIUS: Indonesian Journal of Early Childhood Education,5(2),135146.https://genius.uinkhas.ac.id/index.php/gns/article/view/150
Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD Education Working Papers, No. 225. OECD Publishing. https://doi.org/10.1787/5b4e77ba-en
Sampelan, Q. Y. Z., & Sengkey, V. G. (2022). Parental Involvement and Students’ Motivation in Learning English. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(2), 1126–1138. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/3257
Sari, A. M., Riswanto, & Serasi, R. (2020). An Analysis of Parents’ Support on Students’ English Achievement During Covid-19 Outbreak. Jurnal Pendidikan Tematik, 1(3), 182-187.
Sui, X., & Schueller, S. (2016). The effects of technology and tutoring on motivation in EFL learners. Language Learning & Technology, 20(3), 145–160. https://doi.org/10.1016/j.langcom.2016.06.005
UNESCO. (2017). Global education monitoring report 2017/8: Accountability in education: Meeting our commitments. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000247150
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahyuni, N. T., & Tin, T. B. (2024). Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia). Education 3-13. Advance online publication. https://www.tandfonline.com/doi/full/10.1080/03004279.2024.2340548
Zhao, Y., Zhang, L., & Liu, Q. (2023). Parental involvement and learner autonomy in EFL contexts: A motivational perspective. TESOL Quarterly, 57(1), 40–63. https://doi.org/10.1002/tesq.315
Zimmerman, B. J. (2020). Self-regulated learning theories and models. The Cambridge Handbook of Motivation and Learning, 54–70. https://doi.org/10.1017/9781108669558.005
.jpg){kind=logo}
