AN ANALYSIS OF THE LEARNING PROCESS OF HOKKIEN BACKGROUND STUDENTS IN ENGLISH LANGUAGE LEARNING: SOCIOCULTURAL FACTORS

Abstract

This study explores the influence of sociocultural factors on the English language learning process of students from Hokkien-speaking backgrounds at SMP Swasta Methodist Tanjung Morawa. Using a qualitative method, the research investigates how language exposure, cultural identity, and social environment affect learners' experiences in acquiring English as a second language through structured questionnaires. Findings reveal that while students benefit from strong family and teacher support, they still face challenges such as pronunciation difficulties and limited vocabulary variation, mainly due to the dominant use of Hokkien at home and minimal engagement in English-related activities. The study highlights the importance of social interaction, community support, and cultural relevance in second language acquisition. The application of Sociocultural Theory, particularly concepts like the Zone of Proximal Development and scaffolding, is evident in the learners’ development. The research suggests that incorporating interactive learning strategies, culturally responsive materials, and consistent language practice in both formal and informal settings can significantly enhance learners’ motivation, confidence, and overall proficiency in English. The findings offer practical implications for educators aiming to support bilingual learners in multilingual environments.