<![CDATA[English language learning at the Madrasah Ibtidaiyah (MI) level faces challenges in developing students' ability to use the language actively and meaningfully. Learning that is still oriented toward vocabulary mastery, grammar, and written exercises has the potential to limit students' opportunities to use English in real communication. One relevant approach to address this issue is Communicative Language Teaching (CLT), a language learning approach that places communicative competence as the main objective of learning. This article aims to analyze the implementation of CLT in English language learning for elementary school/Madrasah Ibtidaiyah students, identify forms of learning activities that align with CLT principles, and analyze the supporting and inhibiting factors in its application. This research employs a literature review method by examining books, national and international journal articles, and previous studies relevant to CLT, English language teaching for children, and primary education. The analysis was conducted through identification, selection, categorization, comparison, and synthesis of findings from various sources. The results of the study indicate that the implementation of CLT can be carried out through communicative activities such as question and answer, language games, role play, pair work, group work, information gap, dialogue, and real-life situation-based activities. CLT provides opportunities for students to use English more actively and can support the development of speaking skills, vocabulary, self-confidence, as well as student engagement in learning. However, its implementation is influenced by teacher competence, class size, time constraints, facilities, students' prior knowledge, and a learning culture that is still teacher-centered. Therefore, the application of CLT at the MI level needs to be adapted to children's developmental characteristics, the school context, and the teacher's ability to design simple, enjoyable, and meaningful communicative activities.]]>
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