<![CDATA[This study examined the role of an English teacher as a facilitator in implementing Communicative Language Teaching (CLT) at SMPN 4 Koto Baru, Dharmasraya, West Sumatra, Indonesia. The study was motivated by the expectation that CLT teachers should create opportunities for meaningful communication, support active participation, and guide learning without becoming the center of classroom communication. A qualitative case study design was employed. The participants consisted of one English teacher as the key informant and nineteen students as supporting informants selected through purposive sampling. Data were collected through three classroom observations and semi-structured interviews with the teacher and students. The observation checklist and interview guides were developed from the facilitator-role framework and validated through expert judgment. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was supported through triangulation of observation and interview data. The findings show that the teacher implemented the facilitator role in creating a supportive classroom climate and in encouraging students to reflect on language use and learning. The teacher encouraged students to answer and express opinions in English, continue speaking despite mistakes, and complete tasks independently or collaboratively. However, opportunities for sustained language use and practice were limited. Group discussions were not consistently organized, students were not given sufficient opportunities to lead activities, and teacher explanation occupied more time than student speaking. Thus, the facilitator role was partially implemented.]]>
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