Perceptions of Primary English Teachers in Indonesia on Shifting Curriculum from Compulsory to Extracurricular
DOI:
https://doi.org/10.22460/pej.v9i2.6440Keywords:
Bilingual Education , Curriculum Development , Primary School, Teacher PerceptionsAbstract
The shift of English from a compulsory subject to an extracurricular activity in primary schools, as outlined in Curriculum 2013 (K-13) and maintained under the Merdeka Curriculum, has raised significant concerns among English teachers. This change has impacted how English is taught at the primary school level. The purpose of this study is to know English teachers' perceptions of the shift, focusing on the challenges they face and the implications for their teaching practices. This study employs a qualitative approach, with participants being randomly selected, and includes online interviews with 4 English teachers in Indonesia. The findings of this study indicate that while early exposure to English is crucial for academic success and global communication, teachers argue that making English an extracurricular subject in primary school limits students' access to structured instruction and hinders consistent progress. Practical difficulties, such as limited time, resources, and varying levels of student participation, worsen the issue. Despite these challenges, the findings suggest that reintegrating English into the core curriculum would provide more equitable opportunities for all students to develop strong language skills. The study recommends policy reforms that bring English back as a core subject, recognizing it as a vital investment in ensuring consistent, high-quality language education from the start of students' schooling.
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