OPERATIONALIZING KEYES’ FRAMEWORK: A CASE STUDY OF THE IMPORTANCE IN BUILDING A GOOD RELATIONSHIP BETWEEN TEACHER AND PARENTS AT PLSM STANDARD ENGLISH COURSE MEDAN

Abstrak

This study investigates the institutional perspective and practical implementation of parent–teacher partnerships at PLSM Standard English Course, a long-standing language institution in Medan. The primary objective is to analyze how the institution perceives and operationalizes collaboration to support student development. Data were gathered through a qualitative depth interview with the head of the institution, Mr. Gopal, serving as the key informant. The analysis follows a qualitative descriptive method, interpreting the informant's responses through the lens of institutional experience and established pedagogical frameworks. Based on the data, the findings reveal that the institution views parent-teacher relationships as a mandatory pillar of academic success, operationalized through three distinct "high-touch" mechanisms. First, the implementation of tripartite mediation involving the leader, parent, and student simultaneously to synchronize disciplinary and academic roles. Second, a strict face-to-face communication policy that deliberately rejects digital platforms (e.g., WhatsApp) to preserve information integrity and prevent distorted narratives from students. Third, the use of administrative formalism, such as signed commitment letters and probationary periods, to solidify shared decision-making. The data further suggests that the institution’s 57-year legacy serves as a foundational "trust loop," allowing for radical honesty in reporting student progress. This study implies that in non-formal educational settings, physical presence and formal documentation remain more effective than digital convenience in maintaining high-fidelity collaboration between institutions and families.