Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) Linguists: Journal of Linguistics and Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Ilmiah Mizani: Wacana Hukum, Ekonomi Dan Keagamaan
Raveenthiran Vivekanantharasa
The Open University of Sri Lanka, Sri Lanka
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Influence of Teacher Professionalism, Motivation, Attitude, and Culture on English Proficiency: Evidence from South Sulawesi, Indonesia Andi Asrifan; Luís Miguel Oliveira de Barros Cardoso; Raveenthiran Vivekanantharasa
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.17362

Abstract

Proficiency in English serves as a crucial metric for assessing educational quality and employability in multilingual regions. In South Sulawesi, Indonesia, disparities persist due to variations in teacher professionalism, motivation, attitude, and cultural environment. This study investigates how these factors collectively influence students’ English proficiency. Data were gathered from 100 teachers and 300 students through surveys, interviews, and classroom observations using a mixed-methods design. Quantitative analysis revealed that teacher professionalism showed the strongest correlation with English proficiency (r = 0.65, β = 0.45), followed by teacher attitude (r = 0.60, β = 0.40) and motivation (r = 0.58, β = 0.38), while cultural influence had a moderate effect (r = 0.50, β = 0.30). Qualitative findings highlighted that limited professional development, insufficient institutional support, and strong local linguistic identity hindered teaching effectiveness, particularly in rural areas. The study emphasizes that enhancing teacher training, sustaining motivation, and applying culturally responsive pedagogies are vital for improving English outcomes. These insights provide practical guidance for policymakers and teacher education programs seeking to strengthen English instruction in multilingual educational settings.
Co-Authors Adi Wijayanto Arwansyah Kirin Asrifan, Andi Barsihanor, Barsihanor Cris T. Zita Hanura Febriani Iffatul Umniati Ismail Liana Masruroh Luís Miguel Oliveira de Barros Cardoso Mona Refaat Taman Muhamad Zaini Mumtaz Mumtaz Mustakim Mustakim Nova Asvio Nurul Hidayah Tumadi Rahmadoni, Jefril Rania Lampou