Jurnal PAJAR (Pendidikan dan Pengajaran) Volume 6 Nomor 6 November 2022 | ISSN Cetak : 2580 - 8435 | ISSN Online : 2614 - 1337 DOI : http://dx.doi.org/10.33578/pjr.v6i6.8801 Aldo Irsyaf Putra, Novitri, Erni, Zaldi Harfal | Family Support, English, Learning Achievement Halaman | 1764 THE CORRELATION BETWEEN STUDENTS’ FAMILY SUPPORT AND ENGLISH LEARNING ACHIEVEMENT OF THE THIRD-YEAR STUDENTS AT THE ENGLISH STUDY PROGRAM OF UNIVERSITAS RIAU Aldo Irsyaf Putra 1 , Novitri 2 , Erni 3 , Zaldi Harfal 4 1,2,3,4 Universitas Riau, Pekanbaru, Indonesia 1 aldo.irsyaf3536@student.unri.ac.id, 2 novitri.syam@lecturer.unri.ac.id, 3 erni@lecturer.unri.ac.id, 4 zaldi.harfal@lecturer.unri.ac.id ABSTRACT This correlation research was conducted to discover the correlation between students’ family support and English learning ach ievement of third-year students at the English study program of Universitas Riau. The instruments of the research were the students’ family support questionnaire and the student’s English learning achievement scores. The questionnaire, which consisted of 34 questions, was adapted from the Social Family Support Scale and adapted from Thoriq in 2013. The students’ English learning achievement was gained from their GPA (Grade Point Average) of English language skills subjects; Listening Comprehension 1, 2, 3; Speaking 1, 2, 3; Reading Comprehension 1, 2, 3; and Writing 1, 2, 3. The population of this research was the third-semester students of the English study program at Universitas Riau, which comprised 110 students. A cluster random sampling technique was used and this research involved 89 students as samples. The results show that the correlation between students’ family support and their English language skill learning achievement was categorized in the “moderate level”, the family support level was categorized as “high level” and their English language skills learning achievement was classified as “good level” and it was categorized as B+, and the contribution of students’ family support for their English language skills learning achievement is 16.9%. Keywords: family support, English, students’ learning achievement KORELASI ANTARA DUKUNGAN KELUARGA SISWA DAN PRESTASI BELAJAR BAHASA INGGRIS SISWA TAHUN KETIGA PROGRAM STUDI BAHASA INGGRIS UNIVERSITAS RIAU ABSTRAK Penelitian korelasi digunakan untuk mengetahui korelasi antara dukungan keluarga siswa dan hasil belajar bahasa Inggris dari siswa tahun ketiga Program Studi Pendidikan Bahasa Inggris. Instrumen penelitian ini adalah kuesioner Skala Dukuangan Sosial Keluarga yang diadaptasi dari Thoriq (2013). Hasil belajas bahasa Inggris siswa diperoleh dari skor IPK (Indeks Prestasi Kumulatif) yang diambil dari mata kuliah ketereampilan bahasa; Pemahaman Mendengarkan 1, 2, 3; Berbicara 1, 2, 3; Pemahaman Membaca 1, 2, 3; dan Menulis 1, 2, 3. Populasi dari penelitian ini adalah siswa tahun ketiga Program Studi Pendidikan Bahasa Inggris yang terdiri dari 110 siswa. Pengambilan sampel acak klaster digunakan dan diperoleh 89 siswa sebagai sampel. Hasil penelitian menunjukkan korelasi antara dukungan keluarga siswa dan hasil belajar keterampilan bahasa Inggris berada di tingkat sedang, tingkat dukungan keluarga dikategorikan ke dalam "tingkat tinggi" dan prestasi belajar keterampilan bahasa Inggris mereka diklasifikasikan ke "tingkat yang baik" dan dikategorikan sebagai B +, dan kontribusi dukungan keluarga siswa untuk prestasi belajar keterampilan bahasa Inggris mereka adalah 16,9%. Kata Kunci: dukungan keluarga, bahasa inggris, hasil belajar siswa Submitted Accepted Published 28 Maret 2022 04 November 2022 24 November 2022 Citation : Putra, A.I., Novitri., Erni., & Harfal, Z. (2022). The Correlation Between Students’ Family Support And English Learning Achievement Of The-Third Year Students At English Study Program Of Universitas Riau. Jurnal PAJAR (Pendidikan dan Pengajaran), 6(6), 1764-1777. DOI: http://dx.doi.org/10.33578/pjr.v6i6.8801. INTRODUCTION English is one of the international languages that all countries use English for academic and formal communication purposes. Learning English has become a norm in many countries (Mahu, 2012). Learning English is a process of gaining knowledge and skills to achieve the objective of learning material as stated in the curriculum. When discussing