Implementing Communicative Language Teaching in Indonesian Primary English Education: Participation, Peer Interaction, and Independent Speaking

Abstract

English learning in primary education is increasingly important for global literacy, intercultural communication, and later academic participation. However, instruction in many Indonesian primary schools still emphasises vocabulary memorisation, teacher-led explanation, translation, and restricted oral interaction. This study analysed the classroom implementation of Communicative Language Teaching (CLT) at SDN 13 Tilamuta, Boalemo Regency, Gorontalo Province, Indonesia. A descriptive qualitative design involved 15 pupils, one classroom/English teacher, and one school principal. Data were collected from February to April 2026 through classroom observations, semi-structured interviews, student learning-response records, and documentation. Structured descriptive coding was integrated with thematic analysis across data sources. Twelve pupils (80.0%) responded actively to English classroom instructions and 12 (80.0%) participated in peer interaction, whereas 9 (60.0%) consistently spoke independently. Thus, the independent-speaking rate was 20.0 percentage points, or three pupils, below each supported-participation indicator. The findings indicate that CLT is pedagogically appropriate for primary English learning when activities are brief, contextual, scaffolded, and developmentally appropriate. Sustainable implementation depends on clear teacher modelling, predictable classroom routines, peer-supported rehearsal, low-cost media, and performance-based assessment. These results describe one bounded classroom and do not establish causal effects or population generalisability.