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The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: Teacher Talk, Learner Talk, Classroom Interaction. INTRODUCTION Harmer (2007:56) describes that there are three phases of successful language learning which is well known as ESA phases; Engage (E), Study (S), and Activate (A). Engagebecomes the first important key before encouraging the students to study and practice. It is necessary to engage the students in order to get them interested in the subject. Therefore, good interaction between teacher and students will help the teachers to create good rapport).Teacher-students interaction supports and motivates students to achieve a higher cognitive level and to find a personal meaning for learning (Dempsey, Halton, & Murphy, 2001). In addition, Sundari (2017) through her qualitative research entitled classroom interaction in TEFL at Lower secondary Schools in Indonesia described that mostly classroom interaction should be initiated by teachers through verbal communication by combining first and target language, giving direction, asking questions, correcting 2018. Linguistic, English Education and Arta (LEEA) Journal 2(1):60-71 61 the students’ errors and many more. Verbal and non verbal dimension, pedagogical, and personal dimensions arise the head to control and manage the classroomand to build rapport between teacher and students. Interaction is one essential point of prosperous in teaching learning process, because interaction is a united exchange of thought, feeling or ideas between a teacher and learner or a learner and other learner consequent in complementary effect on each other. Thus, Brock (in Shomoosi, 2008:177) states that an increase in the amount of classroom interaction will help foreign language learner to learn the target language easily and quickly. In this case, teaching process indeed gives a opportunity for learners to ask, to guess, to think and even to talk about the course material orderly to create an interaction between students. In the classroom interaction, it contain all of the classroom events, both verbal and non verbal interaction, the verbal interaction transpired because of the teacher and learners talk, while non verbal interaction covered gestures or facial expression by the teacher and learners when they communicate without using words (Sukarmi & Ulfah, 2015:262). From the statements above, the two kinds of talk are important, they prevail the classroom events and affect students’ foreign language acquisition,learners learn not only straight comprehensible input but also their own output (Sukarmi & Ulfah, 2015:262). But a proper lesson was not one in which students do all or even most of the talking. Some lesson may propered if they were carefully organized in such away that students did a good arrangement of talking and at the same time got a lot of feedback from the teacher, either formally and informally. Classroom interaction was basically related to teaching style that determines interaction in the classroom. The teachers who apply teacher-centered in the classroom possibly make the students passive in the classroom since the teacher talks all the time. It simply meant that the teachers did not give chance to the students to talk. In contrast, students-centered indirectly made the students active since the teacher was as a facilitator. So, it was clear that to get better result on teaching English especially in Senior High School had to be developed by improving the quality of the teacher and learner talk because they would govern the classroom behavior. Moreover, while the teaching-learning occurs, interaction was foremost it, avoid the blank moment during teaching learning process, both teacher and learners there must be interaction, both of them should be active in the classroom. The importance of verbal interaction in language classroom made some researchers were interested in analyzing some kinds of teacher talks that occured during the classroom was taking place with many foreign language interaction analysis models. Some of those models are Foreign Language Interaction 2018. Linguistic, English Education and Arta (LEEA) Journal 2(1):60-71 62 (FLINT), Flanders’ Interaction Categories (FIAC), Self-Evaluation Teacher Talk (SETT). Pangesti (2016:34) conducted an analysis of teacher talk in English teaching and learning process using FLINT models. It was found that there were 9 out of 11 categories of teacher talks occured in the class. They were praising, making jokes, using the students’ ideas, repeating the students’ responses, asking question, giving information, correcting without rejection, giving directions, and criticizing students’ behaviour. Wasi’ah (2016:78) that conducted a descriptive study on analysing teacher talk using SETT found that teacher performed 11 out of 14 instructional features in classroom interaction; scaffolding, direct repair, content feedback, extended wait time, seeking clarification, confirmation checks, teacher echo, teacher interruption, extended teacher turn, extended learner turn and display question. The other guidelines to analyze the interaction activities is by using Flanders’ Interaction Analysis Categories FIAC. Amatari (2015:44) states there are three categories inFIAC, they are: teacher talk, pupil talk and silence or confusion. Teacher talk includes accept feeling, praises, accept/ uses ideas of pupil, ask question, lecturing, giving direction and criticizing, student talk includes pupil talk response, pupil talk initiation and no/all talk is the situation which is in silence.Sukarmi and Ulfah (2015:90) who conducted the classroom inteaction analysis using this model obtained thatthe percentage of the teacher talk was 78.15%,whereas the students’ participation was 21.16%. In line with the studies above, this present study was also dealing with analysing the student and the teacher talk in English classroom interaction through FIAC.Not only finding the dominant categories of teacher and learner talk, this study also investigated the language that mostly used in the classroom. As Setiawati (2012:78) stated that teacher talk serves as the most valuable input of language exposure due to the circumstance in Indonesia that does not support students’ to use target language in daily conversation. So it is very expected that teacher used English more frequently in the classroom to become comprehensible input for students.

An Analysis of English Teacher and Learner Talk in the Classroom Interaction