The Implementation Reality Gap of Communicative Language Teaching (CLT) in the Indonesian EFL Context: A Systematic Review of Challenges and Effective Strategies in Elementary School Settings

Abstract

Communicative Language Teaching (CLT) has long been recognized as the dominant pedagogical approach in English as a Foreign Language (EFL) education, particularly in Indonesian elementary schools.(Yang, 2024). Despite its theoretical popularity, significant discrepancies remain between the principles of CLT and its classroom implementation. This systematic review aims to bridge this implementation-reality gap by synthesizing empirical findings from fifteen peer-reviewed journal articles focusing on CLT practices in the context of Indonesian and other Asian EFLs. Using thematic synthesis, the review identified two main clusters of challenges and strategies. Student-related challenges include barriers, low motivation, and limited Willingness to Communicate (WTC), while teacher-related challenges include inadequate methodological competence and inadequate training in communicative classroom management. In contrast, effective strategies are categorized into pedagogical and managerial dimensions. Pedagogically, teachers use communicative games, task-based activities, and authentic materials to foster interaction and engagement. Managerially, scaffolding, individualized support, and a positive classroom climate help sustain communicative learning. Overall, this review highlights the persistent gaps in CLT implementation in Indonesian primary classrooms and underscores the need for ongoing teacher professional development and psychologically supportive learning environments to ensure the successful realization of communicative pedagogy.