<![CDATA[This study addresses the persistent gap in English proficiency between Indonesia and several Southeast Asian countries despite the widespread provision of English instruction in schools. Previous studies have often examined language policy, curriculum, pedagogy, and exposure as separate factors, providing limited understanding of how these elements interact within an educational system. Therefore, this study investigates how these components collectively influence English learning outcomes. Using a conceptual and comparative analytical approach, the study synthesizes secondary data and relevant literature to explain differences in English proficiency across Southeast Asian contexts. The findings indicate that proficiency is shaped less by the length of instruction than by the alignment of educational components. In Indonesia, English is primarily treated as a school subject, resulting in limited exposure and few opportunities for meaningful language use. In contrast, countries such as Singapore, Malaysia, and the Philippines integrate English into content learning through bilingual or English-medium instruction, supported by communicative curricula and interactive teaching practices. This alignment promotes sustained exposure and authentic language use in academic and social settings. The study contributes a system-alignment perspective that explains proficiency differences beyond individual educational factors. The findings imply that improving English outcomes requires stronger coherence among language policy, curriculum, pedaggy, and exposure opportunities rather than simply increasing instructional time.]]>
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