Abstrak
This research was duet to some problems related to the relationship between parents’ support and studets’ English achievement. Students had varying levels of support in lesson, especially in English. Some students have differences in support from their parents. Therefore, students who lack parental support often find it difficult to express good engagement, and sometimes they just cause disruptions in the classroom. Therefore, this study aims to determine whether there is a correlation between parents’ support and students’ English achievement at fifth grade of SD N 02 2x11 Kayu tanam. This research was quantitative study using correlational methods. The sample in this study consisted of 39 students in grades 5A and 5B of SD N 02 2x11 Kayu tanam. This research used the total sampling because based on the preliminary research. These two classes that have issues relevant to this study. To collect the data the instrument used in this study is a questionnaire to measure parents’ support and document analysis to measure students’ English achievement. Questionnaire was adopted from G. Fauville (2019) 7 subtopics indicators. The data were processed using Pearson Product-Moment Correlation (r) with SPSS 20 windows. The result of the study show the relationship between parents’ support and students English achievement had a moderate correlation, with a coefficient of 0.0410. Based on the hypothesis testing, ∝ was 0.05, so sig 0.00 0.05 and if ∝ 0.01, so sig 0.00 0.01. it could be concluded that Ho was rejected and Ha was accepted. Stating that there was a significant correlation between parents’ support and students’ English achievement. This indicates that students with high support also tend to have high English achievement.