From Optional to Compulsory: Teachers’ Perspectives on English Language Education in Primary Schools in East Lombok

Abstract

The transition of English from an optional to a compulsory subject in Indonesian primary schools creates new demands for teachers, particularly regarding pedagogical readiness and the specific characteristics of young learners. This study explores primary school teachers’ perspectives on the transition toward compulsory English education in East Lombok, Indonesia. A qualitative descriptive approach examined teachers’ perceptions, perceived opportunities and challenges, and the professional and institutional support considered necessary for implementation. The working dataset comprised interviews with eight primary school teachers and two school-level educational personnel, supported by classroom observations and school documents. Data were analyzed through iterative coding and thematic development, resulting in four themes: (1) teachers’ conditional support for the policy transition, (2) readiness as a multidimensional challenge, (3) negotiation of age-appropriate English pedagogy, and (4) the need for sustained institutional support. The findings indicate that teachers generally perceive compulsory English as potentially beneficial for providing earlier language exposure, but their support is closely associated with perceived levels of professional preparedness and school capacity. Teacher readiness extends beyond English proficiency to include pedagogical knowledge, confidence, instructional resources, and familiarity with young learners. The findings further suggest that teachers attempt to employ interactive and age-appropriate practices, although classroom implementation remains influenced by available resources and teachers’ experience. The study highlights the importance of continuous professional development, practical teaching resources, mentoring, and institutional support in preparing primary teachers for the transition to compulsory English education.