Parents’ Motivation in Choosing Bilingual School for Early Childhood
Keywords:Keywords: motivation, bilingual, early childhood
This study aims to describe the aspects that cause parents to get motivated in choosing bilingual kindergarten for their children in Bekasi and to find out which aspects are dominant. This descriptive research used a quantitative research method. The research method used in this study is conducted through a survey. 205 parents with children up to six years old (early childhood) in Bekasi are the subjects of this study. Data collection techniques are implemented using multilevel scale questionnaire. The results appeared that what makes parents get motivated in choosing bilingual school for their children are derived from internal and external motivation. Internal motivation consists of (1) aspects of needs and (2) aspects of hope, while external motivation includes (3) aspects of child’s talents and interests, (4) aspects of psychology, (5) aspects of friends, (6) aspects of facilities and infrastructure, and (7) aspects of teachers. The results are based on average differences in the questionnaire from seven aspects with the breakdown: aspects of needs for 3.40, aspects of hope for 3.39, aspects of child’s talents and interests for 3.22, aspects of psychology for 3.20, aspects of friends for 3.42, aspects of facilities and infrastructure for 3.22, and aspects of teachers for 3.24. Descriptively, the aspects that influence parents in choosing bilingual school are aspects of friends. The seven aspects were tested by Tukey’s HSD to analyze the variety by comparing these seven aspects and seeing the average similarity. Thus, the motivation variable significantly influences the differences in the aspects of psychology, children's talents and interests, facilities and infrastructure, and teachers with the aspects of hopes, needs, and friends
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition (2003rd ed.). Cambridge University Press.
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859
Cenoz, J., & Genesee, F. (1998). Beyond bilingualism: Multilingualism and multilingual education. Multilingual Matters Ltd. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=16680
Cumming, A. H. (Ed.). (1994). Bilingual performance in reading and writing. Language Learning ; Distributed by J. Benjamins Pub.
Jambunathan, S. (2005). Beliefs about the Importance of Use of Developmentally Appropriate Practices Among Early Childhood Teachers in India. 275Journal of Early Childhood Teacher Education, Routledge, 26(3), 275–281. https://doi.org/10.1080/10901020500369878
Kementerian Pendidikan dan Kebudayaan RI. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Kementerian Pendidikan dan Kebudayaan RI.
Nasser, I. (2011). Perspectives of Palestinian and Jewish parents in Israel on bilingual education. International Journal of Bilingual Education and Bilingualism, 14(3), 301–318. https://doi.org/10.1080/13670050.2010.497203
Prošić-Santovac, D., & Radović, D. (2018). Children’s vs. teachers’ and parents’ agency: A case of a Serbian-English bilingual preschool model. Language, Culture and Curriculum, 31(3), 289–302. https://doi.org/10.1080/07908318.2018.1504401
Schinke, L., & Liano. (1989). Early Childhood Bilingualism (SSLA, Vol. 11). Cambridge University Press.
How to Cite
Copyright (c) 2020 Winarti Agustina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.