Pedagogical Alignment and Teacher Agency in An Indonesian Primary School English Program Adin Fauzi (1), Desy Damayanti (2)
(1) FKIP Universitas Islam Balitar, Blitar, Indonesia
(2) BGTK Kalimantan Selatan, Banjarbaru, Indonesia
Abstract
The landscape of English teaching in Indonesian primary schools is undergoing a transition from an elective to a mandatory subject. The success of this shift depends on alignment between institutional goals and classroom practices. This study explores how a primary school English teacher interprets school policy and translates it into pedagogical action. It examines the synchronization of school expectations with classroom instruction, teacher initiatives, and the collaborative ecosystem within the school. This research uses a qualitative case study approach. Data were collected through semi-structured interviews with an English teacher at SDN Babadan 01, focusing on alignment, capability, and engagement. The findings show that despite the absence of formal written policy, a shared understanding exists among the teacher, school committee, and leadership. The teacher demonstrates strong agency by implementing fun learning strategies, including singing, role-play, and digital tools to build confidence and speaking habits. Engagement is also visible through the Kelas Plus program and support from homeroom teachers. However, limited instructional time and varied student abilities remain challenges. The study highlights the importance of teacher professionalism and institutional support during curriculum transitions.
Keywords: English language teaching- pedagogical alignment- primary education- teacher agency
