The Role of IPC (International Primary Curriculum) Learning Methods in Enhancing the Students’ Readiness for Oral Presentation in English at Peachblossoms School, Bekasi

Abstract

This study examines the role of the International Primary Curriculum (IPC) in enhancing students’ readiness for oral presentations during the 2024 Student-Led Conference at Peachblossoms School Bekasi. The study was conducted through three months of classroom observation covering the IPC learning cycle from the Entry Point to the Exit Point, with particular attention to recurring learning conditions that supported students’ confidence in using English as a foreign language (EFL). The findings show that the IPC learning cycle contributed to students’ growing confidence in using English for everyday classroom communication and supported their readiness to present in the Student-Led Conference. Three interrelated conditions emerged as particularly important: a psychologically safe learning environment, supportive peers with positive attitudes, and opportunities to communicate with a real audience. Together, these conditions encouraged students to move beyond concerns with linguistic accuracy toward more fluent and purposeful communication. The study suggests that communicative confidence at the primary level develops not only through language instruction but also through a learning environment that provides meaningful opportunities for authentic interaction. These findings offer practical insight for Indonesian primary schools seeking to strengthen communication-oriented English learning and students’ oral presentation readiness.