View of Should English Be a Primary School Compulsory Subject in Indonesia's Latest "Merdeka Belajar" Curriculum?

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Available Online: https://jurnal.ustjogja.ac.id/index.php/JELLT/index

10.36597/jellt.v7i1.14408 This is an open-access article under the CC–BY-SA license. 1

SHOULD ENGLISH BE A PRIMARY SCHOOL COMPULSORY SUBJECT IN INDONESIA’S LATEST “MERDEKA BELAJAR”

CURRICULUM?

Rudha Widagsa*, Aulia Nisa’ Khusnia

Universitas PGRI Yogyakarta, Indonesia Universitas Perwira Purbalingga, Indonesia

Abstract The most recent Indonesian curriculum, Kurikulum Merdeka (Freedom Curriculum), permits the resumption of English instruction, when this kind of learning will be available, and how feasible it is for schools. This study aims to clarify, from the perspectives of the concerned parties, the importance of English Language topics in the Indonesian Primary School (PS) curriculum, which is confronted with the linguistic and political context in Indonesia (primary school EFL teachers, school principals, teacher educators, and parents). Twelve participants provided in-depth interview data for this study (two school principals, four English teachers, and six teacher educators). In addition to qualitative data, 73 enthusiastic parents provided quantitative survey data to assist this study. The grounded theory examined the relevancy of the data by analysing them. The results indicate that the implementation of English courses in the Indonesian PS curriculum is responsive to parental and societal needs. The most important outcome of this study is imperative for the inclusion of English courses in the PS curriculum, taking into account the Junior High School English standards, the demand in the global society, and English as an investment for the future, and the sooner, the better. This study also suggests teacher education preparation to identify the suitability of EFL teachers in PS and improve ELT policy at the primary level.

Keywords: primary school; English Subject; merdeka belajar

How to Cite: Widagsa, R. & Khusnia, A. N.. (2023). Should English Be a Primary School Compulsory Subject in Indonesia’s Latest “Merdeka Belajar” Curriculum? Journal of English Language and Language Teaching, 7(1), 1-19. doi: http://dx.doi.org/10.36597/jellt.v7i1.14408.

INTRODUCTION

The latest Indonesian primary curriculum, Merdeka Belajar, has introduced English as a subject in the timetable, representing a significant departure from the previous

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 2 curriculum where it was only offered as an optional subject (local content subject) (Dewi et al., 2023). While the introduction of English is an important step towards promoting language proficiency, it also raises concerns regarding its potential impact on students' learning experiences.

Many individuals have expressed reservations about the inclusion of English in the primary curriculum. Some argue that introducing a second language at an early stage of a child's education may lead to undue pressure and detract from their overall learning experience. Others contend that students should not be expected to learn a second language until they have fully mastered their native language (Diniyah, 2017).

Despite these concerns, some experts (e.q. Alwasilah, 2013; Hawanti, 2014; Marcellino, 2008; Zein, 2017) blamed the government for not introducing English at the primary school level, as they viewed it as a critical foundation for later success. They contended that without a strong foundation in English, students would struggle to excel in higher education and the global job market. In order to fully understand its impact, it is necessary to conduct comprehensive research and engage in ongoing discussion and debate. In addition to examining the impact of English, research is also needed to identify qualified individuals to teach the language at the primary school level. The ability to effectively teach English requires a high level of skill and expertise, and it is essential to identify individuals who possess these qualities.

The purpose of this study is to examine the relevance of English as a subject in the new curriculum and to identify qualified individuals eligible to teach English at the primary school level. Additionally, this research aims to provide policy recommendations to the government concerning English language teaching (ELT) in Indonesian primary education.

LITERATURE REVIEW

A series of curricula and language teaching methodologies have been frequently upgraded to improve the English proficiency of Indonesian students. Ultimately, the style of Indonesia's education system is determined by the most prominent policymakers. The political system is superior at this level. In a given period, the ruling political party will use its authority to determine what and how education is administered (Perdana, 2013).

This tendency becomes the primary reason for what is then termed "different minister, different policy" (different minister, different policy), including the curriculum, as political content, values, ideology, and certain goals desired by the authorities are frequently also set in the curriculum framework in this circumstance (Alhamuddin, 2014).

In contrast to the policies of other Asian nations, which view primary schools as a foundational structure for subsequent ELT levels, the Indonesian government has

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 3 temporarily removed English from the mandatory curriculum of primary schools. ELT specialists have indeed criticised the policy (Sulistiyo et al., 2020; Zein, 2017). They stated that removing English classes from the primary school curriculum exacerbates the ELT issue in Indonesia. On the subject of the failure of the Indonesian ELT curriculum, a significant quantity of literature has been published (Alwasilah, 2013; Lestari, 2003;

Marcellino, 2008; Rachmajanti, 2008). These studies examine the failure of ELT curriculum implementation driven by a series of policy changes.

English was recognised as a local content topic in primary schools in 2006, according to the 2006 Curriculum Developed at the School Level (KTSP). According to the Minister of National Education Regulation Number 22 of 2006, Regarding Content Standards and the Minister of National Education Regulation Number 23 of 2006 Regarding Graduate Competency Standards, English is one of the required local content subjects for first through sixth grade students. 2 × 35 minutes each week are given for study time (Kalsum, 2016). During the introduction of the KTSP, all Indonesian primary schools incorporated English as a required local content course. However, a significant shift in the status of English in primary schools occurred in 2012, resulting in the government's decision to replace the KTSP with the curriculum for 2013 (K13). To increase student engagement in learning, the K13 curriculum stresses a learner-centered, egalitarian education paradigm.

This curriculum places an emphasis on the right to educational freedom, while also respecting religious and cultural traditions and national diversity.

Referring to Minister of Education and Culture Regulation No. 67 of 2013 regarding primary school curriculum pages 9–10, K13 no longer includes the requirement for English as a local content topic in primary school. Implementing English topics in primary schools raises numerous problems, including whether they are incorporated as local content (such as indigenous language subjects) or extracurricular activities (Nisa, 2020).

K13 focuses on instilling religious and cultural values that have become the standard in Indonesia in its students. This viewpoint has prompted disagreements amongst experts;

many contend that the existence of English subjects will corrode the ideals of the nation's character because of early exposure to foreign cultures. Moreover, there was a perception among the population that learning a foreign language would lead to the demise of their native language (Indonesian) (Assapari, 2014). It is argued that English should not be taught in primary schools as a result Indonesia's English language teacher education (PBI) program has shifted its focus to preparing student teachers to teach only in secondary schools as a result of the latest policy (Karea, 2017; Yuwono & Harbon, 2010; Zein, 2012;

Zein, 2017). Although a small number of theoretical disciplines linked to teaching English to young learners (TEYL), such as children's language acquisition and English for children, are still included in the curriculum (mainly as electives), the praxis of TEYL is not adequately represented. Thus, few English teachers understand the distinction between

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In addition, teachers who have completed an English language program are typically uninterested in becoming English teachers in primary schools due to the disadvantageous status of the school in the English subject. Similarly, despite the fact that primary school teacher education programs provide specific pedagogical instruction to instruct young students, graduates lack adequate English ability (Zein, 2014). Teachers who complete this program are typically hired as classroom teachers. Consequently, it is strongly anticipated that there will be teacher education programs created exclusively to educate professional EFL teachers for primary schools.

In comparison, primary school teacher education (PGSD) graduates are prepared to teach in primary schools as classroom teachers teaching several subjects except religious education and physical education. Teachers who graduated from PGSD were equipped with pedagogical skills and expertise to deal with children of primary school age, but they were not equipped with the skills and expertise to teach basic English in primary level.

Despite the debate on the official status of English subject in the Indonesian Primary school curriculum, there is a growing demand among Indonesian parents to incorporate English subject in the primary school curriculum (Zein, 2013). Those who want better future investment send their children to school which offer English subject on its curriculum. Most of the parents assume that English would be a mandatory in the global competition (Lestariyana & Widodo, 2018; Sulistiyo et al., 2020; Tanu, 2016). Therefore, some primary schools maintain English subject in their timetable as a promotion that had to be done to attract parents' intention to send their children to the schools. Generally, the primary schools that offer English are private schools with high tuition fees. This obviously widens the gap between the haves and the have-nots. In the Region of Yogyakarta for example, majority of public schools exclude English subject from the timetable replaced by Bahasa Jawa (Javanese language subject), English is neither taught as a subject nor local content in the curriculum. However, there are few public schools that still offer English as an extracurricular activity with limited time.

The current situation of English language teaching in Indonesia inevitably leads to the shortage of primary school EFL teachers qualified to undertake the complexity of teaching English to young learners and implement the proper curriculum of English in primary school. Numerous published studies have reported staggering findings on the recruitment of EFL teachers in primary schools (Alwasilah, 2013; Hawanti, 2014; Yuwono & Harbon, 2010; Zein, 2016, 2017); they found a significant number of teachers who do not have ELT background were recruited to teach English in primary school. Although most of the

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 5 teachers hold bachelor degrees in primary school teacher education, they were not well equipped with adequate English proficiency.

While there are now a number of language-focused driving schools in Indonesia, the official status of English remains murky despite the government's 2019 implementation of an independent learning curriculum (Merdeka Belajar) that makes teaching the language possible again. As an optional course, offering it depends on the school's resources and availability of qualified instructors. Nonetheless, not all primary schools are able to undertake English instruction because of the preparedness of facilities, particularly English teachers who are relevant to their subject of study. Educators who are not experts in teaching English are often brought in to classrooms.

There has been discussion surrounding the inclusion of English in the Merdeka Belajar curriculum for primary school students in Indonesia. This move towards making English a compulsory subject in primary schools is seen by many as a positive step forward in ensuring that students are equipped with the necessary language skills to succeed in an increasingly globalized world. However, not everyone is in favor of making English a compulsory subject in primary schools. Some argue that it could put additional pressure on young students, taking away from the time and resources that could be used to develop other important skills. Additionally, there are concerns about unequal access to quality English language education, which could result in disparities and unequal outcomes for students.

The practice of ELT in Indonesian primary school has been attracting considerable interest. Number of studies were conducted in response to the issue. Sary (2003) and Nizar (2004) discussed the teachers' English competencies and the practice of ELT in a primary school in Bandung and other studies also conducted in Malang (Rachmajanti, 2008), Surabaya (Lestari, 2003), Tomohon, Manado, Lombok, Denpasar, Rempoa, Tegal (Zein, 2013,2016,2017), Medan (Ernidawati, 2002), Jakarta (Suyanto & Chodidjah, 2002), and Banjarnegara (Hawanti, 2014). Those studies however, mostly criticise the implementation of the ELT process and position the teachers as the most responsible for the failure. Those studies would have been more relevant if the researchers had asked how relevant is English taught in primary schools in relation to the current demands of society for the future needs of the language in the development of a globalised world. In addition, primary school English teachers' perspective on this issue is seldom studied and the extent to which these teachers perceive the language needs of their students.

According to Norris (1998), evaluating a curriculum necessarily needs to involve teachers to provide input on the current situation and the actual situation of students so that the curriculum becomes more current, more adaptive, more responsive to students' motivations and needs and reflects local needs. Although teachers are considered not to

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 6 have the power to change the curriculum, teachers carry the main burden of implementing the curriculum (Norris, 1998). Therefore, it is necessary to consider their views regarding the relevance of English subjects in primary schools in the current curriculum.

Although the previous studies have recognised the issue on ELT in Indonesian primary schooling, the existing research has yet to thoroughly cover the problem by involving multi perspectives; teachers, principals, teacher educators and parents. Of the many arguments by experts about the disputable government policy on primary school ELT curriculum, the main ground is the relevance of English in Indonesian primary schooling.

According to Newton (1988), relevance consists of internal relevance and external relevance. Internal relevance is the suitability or consistency between curriculum components such as objectives, content, delivery and evaluation processes, or in other words, internal relevance concerns the integration of components in the curriculum.

While external relevance is the suitability of the curriculum with the demands, needs, and developments in society (Newton, 1988).

The previous curriculum has led to disparities in access to English language education and unequal outcomes for students. Furthermore, the curriculum for English language education in Indonesian primary schools needs to be updated and reflect the latest research and best practices in ELT. This can result in teaching methods that are not effective in promoting language acquisition and skills development. Additionally, teachers of English in Indonesian primary schools may not have the necessary training and resources to effectively deliver the curriculum, leading to a lack of quality in ELT instruction. These factors contribute to the low level of English proficiency among the Indonesian population and highlight the need for improvements in ELT policies and practices in primary schools.

In this current study, the authors explore this issue within the frame of external relevance by interpreting perspectives from parents, teachers, school principals and teacher educators. The specific questions which drive this research were (1) whether or not English is relevant to be included in Merdeka Belajar Curriculum in Indonesian primary schools? (2) who is eligible to teach English in primary school? and (3) how can the government policy be taken into dealing with the issues in Indonesian ELT at the primary level?

METHOD

This qualitative study is conducted in the Special Region of Yogyakarta, Indonesia. The region is well-known as culture-based tourism city and Indonesia's education-leading city

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 7 (Santoso, 2019; Wijayanti & Damanik, 2019). As a tourism city, thousands of foreign tourists visit Yogyakarta every year. Thus, number of primary schools in Yogyakarta take this situation as an opportunity to offer English as an additional subject in their schools.

12 participants of this study were in Yogyakarta; 4 teachers from public and private schools, 2 primary school principals, 3 English teacher educators (ETE) and 3 primary school teacher educators (PTE).

To obtain rich information, description and respondents' perspective, the interview was conducted in Indonesian language then transcribed to English. The interview questions for the teachers focused on: (1) the need of English subject for Primary students, (2) the impact of the government policy, (3) their policy recommendation for government. For the school principals, the questions were similar to the teacher with one additional question; the teacher qualifications. While, the questions for teacher educators focused on: (1) the need of English subject for Primary school students and the right time to start learning English, (2) to extent they prepare their pre-service teachers, (3) their view on government policy in Primary school ELT, (4) their recommendation about qualification of EFL teachers in Primary schools.

To support the qualitative data, this study also employed quantitative survey of the relevance of English taught in primary school from 73 parents. The design of the survey questionnaires was based on their demands, motivation, and the necessity of English subject in primary school. To expand the range of questionnaire distribution, the survey was collected using Google Form. An obvious advantage of using quantitative survey is to gain more general views of the parents. It was considered that quantitative survey measures would handily assist the data from qualitative interview.

Table 1. Demography of Participants

Participants Gender School/Institution Teaching

Experience School/institution Location

Teacher 1 Female Public School 12 Years Sub-urban Teacher 2 Female Private School 9 Years City Principal 1 Male Public School 22 Years Sub-urban Principal 2 Female Private School 13 Years City ETE 1 Male Private University 10 Years City ETE 2 Female Private University 11 Years City ETE 3 Male Private University 10 Years Sub-urban PTE 1 Male Private University 9 Years City PTE 2 Female Private University 5 Years City PTE 3 Female Private University 5 Years City

The process of data validity refers to the validity strategy, according to Creswell (2013:

191), in the form of triangulation of techniques or sources; checking was carried out

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 8 carefully to determine the accuracy of the findings and detailed descriptions in revealing the findings. Furthermore, the researchers quoted directly from the participants' responses to interpret the data so that the reliability of this research can be accounted for.

RESULTS AND DISCUSSION

This current research is designed to scrutinise the relevance of English subject in primary school timetable. Drawing upon the interview data, three burgeoning themes are served along with the relevant supporting data: (a) The Urge of English Subject in primary school, (b) English teacher eligibility, and (c) government policy on primary school ELT. The three themes answer this research question with the support of theories that are relevant to the issue.

The Urge of English Subject in Primary School Timetable

The first theme in this research's interview data is the urge of English subject in primary school timetable. The first theme is revealed into several sub-themes that provide an overview of the urge of ELT in Indonesian primary schools such as (1) junior high school requirements of English, (2) demand of English in global community, (3) English as a future investment, and (4) the earlier the better.

Junior High School (SMP) Requirement of English Subject

The first set of questions about the urge of English subject in primary school aimed to the teachers and the principals, we found a common perception between the teachers and the school principals in regard to the enactment of English subject in primary school curriculum. The following excerpts are from teachers and principals.

Principal 1: In my view, it is crucial to teach English at the primary school level, at least as an introduction to the basics. This is not just because of the global prominence of English, but also because when students reach junior high school, the level of English taught becomes much more advanced. I've seen this firsthand through my own child who is in junior high school

Teacher 1: I wholeheartedly agree. English is a fundamental subject that should not be overlooked. Without a solid foundation at the primary school level, students may struggle when they transition to junior high and face more complex material.

The two participants in the interview are proponents of the communicative language teaching (CLT) approach. They emphasise the importance of teaching English for practical communication rather than just for grammar rules. The first speaker mentions the globalisation of English as a reason for teaching English in primary schools. The participants highlight the view that English is a dominant language in the world and necessary for communication with people from different countries. The two speakers also

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 9 mention the importance of teaching English in primary schools to prepare students for future education. The first speaker notes that the English taught in junior high school is more complex than in primary shool; therefore, having a basic understanding of the language in primary school will help students adjust to the more advanced level in junior high school. Therefore, the introduction of English subject in primary school is a must in order to prepare the students for the English subject in SMP. The participants clearly emphasised the primary reason for the introduction, which is concerned with the psychological and cognitive development of the students. This concern was also echoed by parents whose children are in primary school. 73 parents were asked about the reason of their demand on the enactment of English subject in primary school, then of 73 parents, 31 parents (42.5%) stated that they wanted their children to be able to adjust their ability to the English subject in SMP.

The demand of English in Global Community

There was a sense of standard views amongst interviewees regarding the urge of English subject in primary school. This sub-theme came up from a probe question of the participants' comments on the issue of English as a requirement in any sector of modern civilisation, the participants on the whole, they expressed their views on the need of English in today's era.

Teacher 1: "In the current climate, not having a mastery of English can leave someone at a disadvantage. They won't be able to compete in the job market. (rephrased transcript) PTE 2: "English is a global language that is essential for success in the current era.

(rephrased transcript)

Teacher2: Those who don't have a proficiency in English may face limited opportunities for networking and job prospects. In a globalised world, being able to speak English is crucial. (rephrased transcript)"

The excerpts illustrate that English is a required basic skill that must be mastered in the global era to socialise in the broader community. The majority of the interviewees put their concern on the need for English in globalised where the whole systems require English proficiency, such as the use of information technology, computer, the internet, manual book, etc. They expect that introducing English in primary school will assist the students in living in the globalised world. This finding also collaborates with parents' views. Over half (53%) of those surveyed who responded to this issue thought they wanted their children to be more widely accepted in the globalised society.

English as a future investment

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 10 Commenting on the relevance and the urge of English subject enacted in primary school curriculum as a compulsory subject, the theme of English as a future investment recurred throughout the dataset.

PTE 1: I believe that English is an investment for the future. Those who are proficient in English will have more job opportunities than those who don't. That's why in our department, we make sure to allocate 4 credit hours for English as a preparatory subject for our student-teachers.

ETE 1: As an English lecturer, I see English as a necessity. In today's globalised market, there are no borders and we must not only compete with our own fellow citizens but also with people from all around the world.

Teacher 1: For me, as a teacher, it brings me joy to be able to prepare my students for a brighter future, and that includes helping them develop their English skills.

Currently, those who are proficient in English are at an advantage over those who are not.

Teacher 2: English serves as a foundation for my students, not just for furthering their education, but also for their future careers. In my opinion, it should be taught from a young age, starting in primary school.

Most participants expressed their assumption that English is a vital foundation for constructing a more prosperous future. It can be said that English opens up wider job opportunities. In accordance with the present results, previous studies have demonstrated that a group of enthusiastic parents in Aceh demanded English enactment in primary school to equip the students to deal with a more demanding future (Wati, 2016). Similarly, Kanno (2003) found that English directly impacts future students in Japan (Kanno, 2003).

The Earlier the Better

One of recurrent themes in the interviews was a belief amongst interviewees that the English language teaching should be initiated as early as possible due to children's critical period of language acquisition. It illustrates in the following excerpts.

ETE2: English should be taught as early as possible. Childhood is the best time to learn language. Their brains will be able to absorb the new language more than adults do (translated transcript).

PTE1: This time (Primary School) is their best time to learn English, as proverb says:

"teaching children is like carving a stone, while teaching adults is like carving water".

But of course, we should teach them through proper method (translated transcript).

As teacher educators, the participants are familiar with learning theories and published research results concerned on second language acquisition. They believe that with proper instructional pedagogy, learning a second language will be more efficient and effective before learners enter their puberty.

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Teachers must have strong conceptual knowledge, both the content of the field of study and conceptual knowledge of pedagogy and learning. Mastery of pedagogic and scientific content in the field of study will strengthen the ability of teachers to develop syllabus, teaching materials, and methodological approaches to learning (Bennie & Newstead, 1999). The following theme that emerged from the data of this research is the eligibility of the English teachers, who is eligible to teach English in primary school? To what extent PBI and PGSD as teacher education institutions prepare their teachers to teach English in primary school? in this current research, the data of EFL teachers' eligibility in primary school is gained from teacher educators and school principles. This theme is then further broken down into two sub-themes that clarify the English teachers' qualification in primary school level; integration of child pedagogy and English language skill, and Specific English Teacher Education for Primary School EFL Teacher.

The Needs of EFL Teachers in Skill Integration

Most participants express a desire for integrating child pedagogy and English language skills in the preparation of primary school EFL teacher. The following excerpt represents their ideas.

PTE 1: Ideally, the two aspects should be integrated, children's pedagogy and English language skills, but so far, they are still separated. Therefore, if the government determines that English teachers in primary schools must be from one of these study programs, it is necessary to integrate these two aspects (translated transcript).

ETE 1: Not many PBIs in Indonesia prepare students to teach English at primary school level. Since, they're not well prepared to handle children. However, this can be prepared by deploying PBI students since their first semester to observe, contemplate, review and formulate ways of learning English at the primary level (translated transcript).

ETE 3: The preparation that needs to be done is to design a curriculum that covers these problems by offering courses that provide relevant learning outcomes with teacher pedagogical competencies in teaching English to children. In addition to theoretical courses, there are also sufficient practical courses for implementation (translated transcript).

As expressed in the excerpt, currently, there are no specific teacher preparation for teaching English to young learners. The participants criticised the separation of English language skill and child pedagogy. These results reflect those of Zein (2013) who also found that the majority of English teacher education programs in Indonesia do not have a specific program or certification for EFL teacher in primary school. PBI are specifically

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 12 designed to prepare teachers to teach secondary-level English, while PGSD graduates are pedagogically trained to deal with children. However, they are not well equipped with sufficient English knowledge and practice.

English Teacher Education is Preferred

Speaking up the eligibility, both PBI and PGSD have their own specialisation, PBI is designed to prepare English teachers for secondary school. On the contrary, PGSD provides teachers who teach multiple subjects in primary school level excluding English and sports. However, when the participants were asked whether primary school EFL teacher should be from PBI or PGSD, the majority commented that PBI graduates are more preferred. The interview data is served in the following excerpts.

"ETE 1: In my view, teaching English at the basic level is more about introducing children to the English language. It doesn't have to come from a PBI (teacher training) background, but it would be beneficial if PBI graduates have knowledge of talent management and psychology as taught in the PGSD Study Program.

PTE 1: If I had to choose, I would choose a teacher from PBI, as learning how to work with children is a quicker process than developing English language skills, which takes much longer. PBI is more suited for teaching in primary schools as the teachers will learn about children's pedagogy later on.

Principal 2: I believe that those from PGSD (teacher training program) often have weak English skills, and as we know that teaching English to children requires good communication skills in English, I believe it should come from a PBI background."

The majority of the interviewees suggested that EFL teachers who teach primary school students should be from English Language Teacher Education (PBI). They argued that PBI graduates are well equipped with English communication skills which is needed in classroom instruction. It was also believed that learning how to build English language skills is more laborious than learning how to deal with children.

Government Policy Recommendation

This section of the question required participants to express their concern about educational policy should be taken by government related to the position of English in primary school. The excerpts of interview illustrate their ideas about the policy recommendation.

Research-based Decision Making

Participants were asked to express their view on the current government policy about the removal of English in K13. Some participants condemned the government bungling decision. It clearly reflected in the following excerpts.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 13 PTE 1: English should have been taught from the beginning. I think it doesn't make any sense, I also don't know whether the government has conducted research or not regarding this issue, I think it must go through quite a long and in-depth research. I have not come across any research that English should be removed from the primary school curriculum. Where are the results of the research? We need to know that.

Right? (translated transcript).

ETE 1: In my opinion, the government is too ignorant in making the policy. The government should be aware and there should be language experts in the decision- making team and based on language research that, no matter how much language is exposed to primary school-aged students, the child will be able to learn it well and even better than the quality of adults (translated transcript).

One concern expressed regarding the decision was whether or not the government made the policy based on in-depth study. As teacher educators, the participants have in-depth knowledge of children's language acquisition and existing research and literature related to the issue. They argued that the government should conduct analysis and research before deciding. The decision tends to ignore the existing research literature about teaching a second language for children.

English as a Compulsory Subject in Primary School

Since the 2013 curriculum (K13) implementation, English in primary schools is no longer a subject in school curriculum. Only a few schools apply English subjects as local content.

Even some primary schools only offer English as an extracurricular activity. The following excerpts of interview illustrate the concern on the enactment of English in primary school curriculum.

ETE2: I disagree with the removal of English subjects in primary school, the government must evaluate and revise the primary school curriculum that accommodates the needs of learning English in primary school children so that they can prepare children earlier in getting opportunities to learn foreign languages and improve language skills and competencies better (translated transcript).

PTE 2: I agree that English is included in the curriculum in primary schools, when it is included in the curriculum, it will have a stronger position, and will have an impact on increasing lesson hours, equating learning materials or content and the welfare of English teachers in primary schools (translated transcript).

Teacher 1: I strongly disagree if English is removed from primary school K13, in my opinion it will bring many problems such as, lesson hours, exposure to English, equalisation of material, and of course the welfare of English teachers in primary schools (translated transcript).

Based on the data, the respondents indicate their disappointment to the removal of English subject in primary school curriculum. They express their beliefs that if English is only as an extracurricular subject would trigger series of problems. As English teachers, the weak status of English as an extracurricular activity has been a hindrance for English teachers to obtain their entitlement rights. They do not receive a full salary from the

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 14 government, moreover, they are also ineligible for the ongoing teacher training programs run by government-based training institutions. The weak position of English will automatically have an impact on the existence of primary school English teacher associations which function to support teacher professional development and equation of perceptions and learning content.

Discussion

The empirical findings in this research show a need to build a robust foundation of English at the primary level to prepare students for further education. In accordance with the present result, Rachmajanti (2008) had found an association between the English subject success achievement and previous learning in primary school. This also collaborates the idea of Uematsu (2012) who confirmed the association between the satisfactory performance of English in junior high school and the English instruction in primary school in Japan.

In response to the demand of English in the globalised society, the findings support the idea that amid technological advances, people are required to be able to receive and disseminate information quickly and efficiently, English is becoming increasingly prominent in the globalised world due to its role as the lingua franca of the world community (Crystal, 2003; Foley & Deocampo, 2016). On the question of English subject relevance in PS, this study found that English was consider as the future investment. It is consistent with that of Norton (1995) who suggested that the most primary reason for language learners is investment in the form of economic symbols of capital such as money, materials and properties. This is what Norton calls "cultural capital". Therefore, The curriculum for autonomous learning should involve English as a required topic, which can afterwards serve as a fundamental investment for the next level of education.

Accordingly, the introduction of English in primary school is better than in junior high school. It accords with the existing literature; PS students are changing from "egocentric"

to "reciprocity". Thus, if foreign language teaching is started earlier, it will subsequently trigger the development of cognitive skills (Suyanto, 2004). This result also mirrors those of the previous studies that have examined the acquisition of English as a foreign language which resulted in better achievements when started in childhood (Alsairi, 2018).

However, the success of language learning does not entirely depend on the age of learning but depends on the learning methods and linguistic environment that support learning (Tuyet, 2020). For example, learning English at the primary school level will not get maximum results if the learning does not take into account the principles of children second language acquisition.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 15 Teachers' qualification plays crucial role in the learning process. The existing English teacher preparation programs (PBI) are not well designed to prepare EFL teacher in primary school. On the other side, the existing primary school teacher preparation programs (PGSD) do not provide adequate knowledge and practice related to English proficiency (Zein, 2013). Zein (2013) added that the government must immediately form a consortium for teaching English for PS by preparing teachers based on their vocational demands by providing specific concentration for teaching English to young learners at the pre-service level and provide a government-based teacher development program for the in-service teachers. Therefore, ELT in PS demands a specific teacher education program that offers ample portion of preparation to teach English for young learners. It is adapted to the needs of learning outcomes in the Merdeka Belajar Curriculum .

What is curious about these findings is that most of the participants indicated that teachers from PBI were believed to be more eligible to teach English to PS students than those who graduated from primary school teacher department (PGSD). They argued that although teachers from PBI were not well equipped with specific skill to teach children, they have at least the basic content knowledge. Since English is a foreign language in Indonesia, it will take more time to learn English language skills than learning how handle children in the classroom. The success of learning a new language is heavily influence by language distance (Blom et al., 2017). It is a well-known fact that Indonesian languages are mostly within the group of Austronesian language family, while English belongs to Indo-Germanic language (Blust, 2013). It means that English and Indonesian languages are completely two distant languages. It can be said that learning English as Indonesians would likely to be more time-consuming.

The removal of the English subject in K13 Curriculum resulted in an unclear position of the English subject in primary curriculum and disparate content of lessons between one school and another. Even in the implementation of merdeka belajar curriculum, this status is still unclear. This automatically leads to different perspectives of teachers in teaching English to children and the absence of standards that regulate the teaching and learning process. The impact on primary school students is language exposure. As an extracurricular activity, English is only taught 35 minutes per week. This insufficient exposure of English has been referred as the cause of the failure of English language teaching in Indonesia. Results from earlier studies demonstrate a strong and consistent association between language exposure and the success of language learning (Bahrani et al., 2014; Byers-Heinlein & Lew-Williams, 2013; Lyczak, 1979; Sonbul & El-Dakhs, 2021).

These studies reported the link between amount of exposure of the second language and the success of second language learning. Therefore, considering the benefits and children language acquisition principle, the enactment of English as a compulsory subject in primary school curriculum is a relevant decision.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 16 The parental concerns and societal demands have given impetus for the enactment of English in primary school. They are critically concerned about the direct impact of the removal of English subject in the primary school curriculum. This study found that the enactment of English subject in primary school curriculum is relevant to today's demands, needs, and development of information technology of the Indonesian society. The proficiency of English as a foreign language in Indonesia needs to be accomplished as early as possible since it will assist primary school students to have a basic English language to continue their education at a higher level. The current policy on Indonesian primary school ELT has several serious drawbacks. Therefore, it should be carefully evaluated and revised by considering the relevant and current empirical research regarding children's second language acquisition principles. The removal of English as a subject in primary school is not an appropriate decision due to the need of English in an increasingly globalised world and the societal demands. Furthermore, the weak position of English in primary school impacts the status equality of EFL teacher in primary school, followed by insufficient and inequal financial support.

Whether or not English should be a compulsory part of the primary school curriculum in Indonesia has been a topic of ongoing debate, with various viewpoints being put forward.

This article will outline some of the critical considerations regarding this issue. On the one hand, English is widely regarded as the global language of communication and commerce, and fluency in English can provide numerous opportunities for students in an increasingly interconnected world. Additionally, learning English at a young age can make it easier for students to achieve proficiency, as they are able to develop language skills more naturally and effectively compared to starting later in life. On the other hand, making English a compulsory subject in primary schools could result in added pressure on young students, taking away time and resources that could be used to cultivate essential skills such as critical thinking and problem-solving. Furthermore, not all students may have equal access to quality English language education, which could result in disparities and unequal outcomes for students.

CONCLUSION

The conclusion of this research highlights the significance of including English in Indonesia's primary school curriculum under the Merdeka Belajar curriculum. The first key finding is the importance of English as a required subject at upper levels of education, the need for fluency in English to meet the demands of the global community, its significance as a future investment, and the benefits of learning the language at an early age. The results of this study advocate for the implementation of English as a compulsory subject in Indonesian primary schools. The second important finding relates to the shortage of qualified English teachers, which can be addressed through the recruitment of teachers who have the ability to integrate pedagogical and language skills effectively.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 17 The study also highlights the preference for English teachers from English departments over those from primary school departments. Lastly, the findings suggest that a comprehensive policy review and reform is necessary to ensure a successful implementation of English as a compulsory subject in Indonesian primary schools. The government should conduct research-based analysis before making any decisions and prioritize the inclusion of English in the primary school curriculum.

There are a few areas for further research that would help to better understand the issue of low English proficiency in Indonesia and inform potential solutions. Firstly, there is a need for research on the impact of making English a compulsory subject in primary schools in Indonesia. This could involve evaluating the effectiveness of different approaches to ELT instruction, such as task-based language teaching or communicative language teaching, and assessing the impact of these approaches on student outcomes.

Secondly, there is a need for research on the current state of English language teacher education and professional development in Indonesia. This could involve exploring the resources and support available to English language teachers, as well as evaluating the impact of teacher training and development programs on the quality of ELT instruction.

Finally, there is a need for research on the implementation of Merdeka Belajar and its impact on English language education in Indonesia. This could involve tracking changes in ELT policies and practices, as well as evaluating the effectiveness of the Merdeka Belajar curriculum in promoting English proficiency. These areas of research would help to better understand the challenges faced by ELT in Indonesia and provide evidence-based recommendations for improving the quality of English language education in the country.

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