<![CDATA[Indonesia’s move to strengthen English education in primary schools highlights the need to examine how curriculum guidance addresses existing implementation challenges. Although the 2024 policy research report of Pusat Standar dan Kebijakan Pendidikan (PSKP) identified challenges related to curriculum and policy position, teacher availability and competence, school readiness, learning resources, and student readiness, the extent to which these challenges are addressed in the 2025 English Subject Guideline, particularly for Phase B, remains unclear. This study employed qualitative comparative document analysis of the 2024 PSKP policy research report and the 2025 English Subject Guideline. The documents were systematically coded, categorized, and compared to examine the correspondence between identified challenges and subsequent curricular and pedagogical provisions. The analysis identified six major implementation challenges concerning curriculum and policy position, teacher availability and deployment, teacher readiness and competence, school readiness, teaching materials and learning resources, and student readiness and learning conditions. The 2025 Guideline provides curricular and pedagogical provisions through phase-based curriculum specifications, learning materials, instructional planning support, Deep Learning principles, the Genre-Based Approach, and assessment and reflection. The responses vary across challenge categories: some challenges receive direct curricular support, others receive indirect or supportive responses, while no identifiable provisions address teacher availability, recruitment, or deployment. These findings highlight both the contribution and the limitations of curriculum guidance in addressing implementation challenges in primary English education. The study contributes to understanding policy–curriculum coherence by examining the relationship between documented challenges, subsequent curricular and pedagogical provisions, and the gaps that remain.]]>
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