ENGLISH :
This study aimed to examine the influence of parenting style on students’ motivation in learning English at MAN 1 Bangka. This research employed a quantitative approach with a non-experimental design. The population consisted of 410 students, with 202 students selected through stratified random sampling. Data were collected through questionnaires measuring parenting style and students’ motivation in learning English. Parenting style data were obtained solely from students’ perspectives regarding their parents’ parenting practices. The data were analyzed using descriptive statistics, Pearson Product-Moment correlation, and multiple linear regression with IBM SPSS Statistics.

The results showed that authoritative parenting was the most dominant style, identified among 141 students (69.80%), followed by permissive (20.30%) and authoritarian (9.90%). Regarding motivation, 119 students (58.91%) had high motivation, 38 (18.81%) had very high motivation, and 45 (22.28%) had low motivation. Multiple linear regression showed a significant overall influence of parenting style on students’ motivation (F = 2.805, p = 0.041), indicating that H₀ was rejected and H₁ was accepted. The R Square value of 0.041 indicated that parenting style explained 4.1% of the variance in students’ motivation, while 95.9% was explained by other factors outside the research model. Partially, authoritative parenting had a positive and significant influence (B = 0.413, p = 0.049), while authoritarian and permissive parenting had negative but non-significant influences. Thus, authoritative parenting was the only parenting style with a significant individual influence on students’ motivation in learning English.