Unprepared but Required: Voices of Primary School Teachers on Their English Teaching Readiness

Abstract

The introduction of compulsory English in Indonesian primary schools from 2027 has intensified the need to understand teachers’ readiness, particularly among non-specialist English teachers. This study explored primary school teachers’ readiness to teach English through the Alignment–Capability–Engagement (ACE) framework. A basic qualitative research design was employed involving 33 primary school teachers in South Kalimantan participating in the Peningkatan Kompetensi Guru Sekolah Dasar Mengajar Bahasa Inggris (PKGSD-MBI) program. Participants were selected using purposive sampling, and data were collected through open-ended questionnaires and analyzed using thematic analysis. The findings revealed six interconnected themes across the three ACE dimensions. Teachers demonstrated alignment through their understanding of the educational goals of English instruction and perceived institutional support, although formal school implementation remained limited. Capability was reflected in teachers’ continuous self-directed learning, pedagogical planning, and the integration of classroom English and diverse instructional resources. Engagement was characterized by strong motivation to teach English despite limited opportunities to participate in broader school-based English initiatives. The findings suggest that teacher readiness is a multidimensional construct shaped by organizational support, developing professional capability, and sustained commitment. The study highlights the value of the ACE framework in understanding teacher readiness and underscores the importance of structured professional development and school-level support to facilitate the successful implementation of compulsory English in Indonesian primary schools.