Limited Human Resources and Their Implications for English Learning in Elementary Schools in the Highlands of Papua

Abstract

This study investigates the limitations of human resources and their implications for English language learning in elementary schools located in the mountainous region of Papua, Indonesia. The research was conducted at SD Inpres Kulitarek and SD Inpres Mulele in Jayawijaya Regency using a qualitative case study approach. Participants consisted of two principals and ten English teachers from both schools. Data were collected through classroom observations, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the major challenge in English language learning was the limited availability of qualified teachers with English education backgrounds. Most English teachers were classroom teachers with limited pedagogical and linguistic competence in English instruction. In addition, inadequate learning facilities, lack of teaching media, limited professional training opportunities, and geographical barriers significantly affected the learning process. Despite these challenges, teachers continued to implement simple, adaptable teaching strategies, while students remained enthusiastic about English learning activities. The study highlights the importance of improving teacher quality, providing professional development programs, and strengthening educational support systems to enhance English learning in remote areas of Papua.