The Role of Sociocultural Dimensions in Enhancing English Language Proficiency among Indonesian EFL Learners in Hora Chinese School

Abstract

This study investigates the role of sociocultural dimensions in enhancing English language proficiency among Indonesian EFL learners at Hora Chinese School. The study aims to identify the sociocultural factors that influence students’ language development and examine their contribution to English language proficiency. A quantitative descriptive research design was employed. The participants consisted of 30 junior high school students who were selected through purposive sampling. Data were collected using a structured questionnaire covering five sociocultural dimensions: family support, peer interaction, classroom environment, cultural exposure, and opportunities for English communication. Students’ English achievement records were also used to support the analysis. The collected data were analyzed using descriptive statistics, including frequencies, percentages, means, standard deviations, and correlation analysis. The findings revealed that all sociocultural dimensions positively influenced students’ English language proficiency. Classroom environment emerged as the most influential factor (M = 4.25), followed by family support (M = 4.12) and cultural exposure (M = 3.87). Furthermore, positive correlations were identified between sociocultural dimensions and English proficiency, with classroom environment showing the strongest relationship (r = 0.73). The study concludes that sociocultural dimensions play a significant role in supporting English language learning and should be integrated into EFL instructional practices to promote students’ language development and communicative competence.