The Role of Parents in Improving Children’s Speaking Ability: A Study of Indonesian and Chinese Primary Students
DOI:
https://doi.org/10.59944/postaxial.v3i4.2411Keywords:
Parents’ Roles, Speaking Abilities, EFL Primary Students, Cross-culturalAbstract
Parental involvement plays an important role in children's English-speaking development. However, limited research has examined how parents from different cultural backgrounds support children's speaking skills within the same learning environment. This study explores the strategies used by Indonesian and Chinese parents to support their children's English-speaking development, compares students' speaking abilities based on Brown's (2022) seven aspects, and examines the relationship between parental strategies and students' speaking abilities. Employing a qualitative case study design, data were collected through classroom observations of Indonesian and Chinese EFL primary students and open-ended surveys administered to their parents at Confident English Course in Pare, Kediri, East Java. The data were analyzed thematically. The findings show that both Indonesian and Chinese parents use similar strategies, including providing English exposure, encouragement, and practice opportunities. However, Chinese parents tend to apply these strategies more consistently and systematically. Differences in parental involvement are reflected in students' speaking abilities. These findings highlight the importance of consistent parental support in children's English-speaking development.
References
Aziza, N. (2020). The importance of English language. www.researchparks.org
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Brown, H. D. (2022). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
Christina, Y. (2025). Parent’s role in developing children's English-speaking skills through home-based language learning. Acuity: Journal of English Language Pedagogy, Literature and Culture, 10(2), 191-204. https://doi.org/10.35974/acuity.v10i2.3189
Damanik, J. Y. (2022). Language learning strategies used by Indonesian learners in IELTS. Studies in English Language and Education, 9(1), 62–77. https://doi.org/10.24815/SIELE.V9I1.21448
Darmayanti, D. P., & Sadriani, A. (2023). The importance of parental involvement in the education process: An analysis of its role and impact. Celebes Journal of Elementary Education, 1(1), 8–13. https://doi.org/10.31605/CJEE.V1I1.3447
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10(SEP), 467145. https://doi.org/10.3389/FPSYG.2019.02128/BIBTEX
Irmalia, S. (2020). Peran orang tua dalam pembentukan karakter anak usia dini [The role of parents in the character building of young children]. Jurnal El-Hamra: Kependidikan Dan Kemasyarakatan, 5(1), 31–37. https://ejournal.amertamedia.co.id/index.php/elhamra/article/view/64
Kobakhidze, M. N. B., & Suter, L. E. (2019). Teachers as tutors: Shadow education market dynamics in Georgia. International Review of Education, 65(6), 995–997. https://doi.org/10.1007/S11159-019-09803-3
Kristanti, F., & Pei, R. (2024). Translanguaging practice in EFL Classroom: A comparative study of Chinese and Indonesian Universities. BRU ELT JOURNAL, 2(1), 86-105. https://doi.org/10.14456/bej.2024.7
Lee, J. S. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. ReCALL, 32(1), 47–62. https://doi.org/10.1017/S0958344019000181
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/LINGCURE.V5N1.1485
Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2015). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. Developmental Psychopathology: Second Edition, 1, 419–493. https://doi.org/10.1002/9780470939383.CH12
Qorihah, D. K., & Hertiki, H. (2024). Teachers’ challenges toward Chinese-Indonesian students in ELT: A multicultural narrative analysis. Pubmedia Jurnal Pendidikan Bahasa Inggris, 1(2), 8–8. https://doi.org/10.47134/JPBI.V1I2.320
Sinnema, C., Nieveen, N., & Priestley, M. (2020). Successful futures, successful curriculum: What can Wales learn from international curriculum reforms? Curriculum Journal, 31(2), 181–201. https://doi.org/10.1002/CURJ.17;ISSUE:ISSUE:DOI
Snow, C. E., Perlmann, R., & Nathan, D. (2021). Why routines are different: Toward a multiple-factors model of the relation between input and language acquisition. Children’s Language: Volume 6, 65–97. https://doi.org/10.4324/9781315792668-4/ROUTINES-DIFFERENT-TOWARD-MULTIPLE-FACTORS-MODEL-RELATION-INPUT-LANGUAGE-ACQUISITION-CATHERINE-SNOW-RIVKA-PERLMANN-DEBRA-NATHAN
Soelton, M., Arief, H., Ramli, Y., Setiawan, M., Rohman, F., & Mugiono, M. (2019). The best strategy for forming children from an early age. ICCD, 2(1), 277–280. https://doi.org/10.33068/ICCD.VOL2.ISS1.126
Vasalou, A., Kalantari, S., Kucirkova, N., & Vezzoli, Y. (2020). Designing for oral storytelling practices at home: A parental perspective. International Journal of Child-Computer Interaction, 26, 100214. https://doi.org/10.1016/J.IJCCI.2020.100214
Vera, N., Liando, F., & Tatipang, D. P. (2022). English or Indonesian language? parents’ perception toward children’s second language learning context. Jurnal Lingua Idea, 13(1), 61–75. https://doi.org/10.20884/1.JLI.2022.13.1.5749
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967
Wahyuningsih, S., & Maisyanah, M. (2021). Exploring English speaking problems in higher education: Pre-service English teachers’ perspectives. Journal of English Teaching and Learning Issues, 4(1), 19–30. https://doi.org/10.21043/JETLI.V4I1.10786
Wang, Y., & Sun, P. P. (2024). Development and validation of speaking strategies for self-regulated learning questionnaire (S3RLQ): A multidimensional approach. The Asia-Pacific Education Researcher 2024 33:6, 33(6), 1339–1350. https://doi.org/10.1007/S40299-023-00807-0
Wulandari, B., Heryanti, R., Usman, D. R., & Ridha, A. (2022). A case study of parental involvement in fostering their child’s English-Speaking Skills. IRJE, 6(2), 394. https://doi.org/10.22437/irje.v6i2.24340
Yan, W., Lowell, V. L., & Yang, L. (2024). Developing English language learners’ speaking skills through applying a situated learning approach in VR-enhanced learning experiences. Virtual Reality, 28(4), 167. https://doi.org/10.1007/S10055-024-01061-5
Zhao, Y. (2025). Enhancing educational innovation for middle schools in China. Proceedings National & International Conference, 18(1), 664. http://journalgrad.ssru.ac.th/index.php/8thconference/article/view/5145
