THE ROLE OF PARENTAL INVOLVEMENT IN ENGLISH SPEAKING ACQUISITION AMONG CHILDREN IN SUBURBAN SURABAYA

Abstract

In the globalized era, English proficiency is increasingly crucial, yet children in suburban Indonesia often face significant challenges in acquiring speaking skills. This study explores the barriers to parental involvement, a key factor in language acquisition, in the suburban context of Kebonsari, Surabaya. Using a qualitative descriptive approach, data was collected via Google Forms questionnaires from 13 parents. The findings reveal a complex interplay of internal and external barriers. Internally, parents cited significant time constraints (46.2%) and limited English proficiency (15.4%) as major hurdles. Externally, the high cost of resources (30.8%), cultural prioritization of local languages (Indonesian/Javanese), and a lack of institutional support were prominent obstacles. The study frames these findings within Skinner's behaviorist theory, highlighting the lack of environmental reinforcement, and Vygotsky's sociocultural theory, pointing to a disruption in the Zone of Proximal Development due to scarce mediator interactions. The results underscore the need for practical, low-cost strategies and institutional initiatives to empower parents and foster effective home-based English learning environments, thereby addressing educational inequities in suburban settings.