Septia, Maya.2019. Classroom Interaction: An Analysis of  The Teacher Talk and the Students Talk in the Process of English Teaching and Learnig at the Seventh Grade of SMPN 3 Banjarmasin Academic Year 2017/2018.  Sarjana’s Thesis. English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Prof. Dr. H. Abdul Muth’im, M.Pd, the second advisor Elvina Arapah, S.Pd., M.Pd.

Keywords: Classroom Interaction, Teacher’s Talk, Students’ Talk, and Stimulus Variation.

Good interaction during the process of teaching and learning will support students’ participation and teacher can provide opportunity for the students to interact in the process of teaching and learning. The researcher tried to describe the teacher’s talk and the student’s talk in the process of English teaching and learning and the stimulus variation used by the teacher at the seventh grade of SMPN 3 Banjarmasin.

This study used descriptive method and qualitative approach. The population was 207 students, and the sample taken was 68 students. The sampling technique was cluster random sampling. The instruments used in this research were observation sheet, interview guide and documentation. The data analyzed focuses on: (1) categories of talk based on FLINT (Foreign Language Interaction Analysis) and (2) Stimulus variation used by the teacher.

The finding showed that during the classroom interaction, all categories of talk in FLINT appeared in the classroom interaction. The dominant categories of talk were asking question and giving direction from teacher talk categories and students responses from students talk. In this research teacher talk were more dominant than the students talk. The teacher stimulus were fully implemented by the teacher. The dominant stimulus used by the teacher were gestures, teacher’s movements, and Physical involvement of students. However, some categories were rarely used in the interaction such as jokes from teacher talk category and silence AV from students talk category.

It can be concluded that every category in FLINT involved in the classroom interaction and the teacher used all stimulus variation. It is suggested to the teacher to use various and interesting activities in teaching to encourage the students in classroom to participate well in English teaching and learning process.