THE ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH CLASS BY USING FOREIGN LANGUAGE INTERACTION AT THE TENTH GRADE OF SMK N 2 BUKITTINGGI
ABSTRACT Kesmila Indung Putri: 2317126. The Analysis of Classroom Interaction in English Learning Process By Using Foreign Language Interaction (FLINT) at the Tenth Grade of SMK N 2 Bukittinggi Academic Year 2021/2022. A Thesis of English Education Department IAIN Bukittinggi 2021/2022. This research was based on the problem that happened in classroom interaction at the tenth grade of SMK N 2 Bukittinggi. The first problem was that most of the students were afraid to talk bacause they were afraid of making mistakes and did not feel confident in using English as their langauge. The second thing was some of the students like to talk less and they participated to talk if the teacher encouraged and asked them to talk. The last problem was, some of the students seemed not intersted in learning English. The teacher talked much while the students did not. Even though students should be active in the class. Due to this problem, the researcher wanted to know why the teacher talk was dominant than the students talk and what the dominant categories that were used in the teaching and learning English based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. This research used descriptive qualitative method. The respondens of this research was an English teacher and students tenth grade students of SMK N 2 Bukittinggi. The reseacher used purposive sampling technique. The data was collected by observation and interview. The data were analyzed by adopting Foreign Language Interaction (FLINT) System Categories. The researcher observed the classroom interaction in the class. The researcher also interviewed an English teacher who teaches at tenth grade of SMK N 2 Bukittinggi and the students at the tenth grade of SMK N 2 Bukittinggi about interaction in the classroom. The finding of this research answered two research questions that were used in this research. The first was why the teacher talk was dominant than the students talk based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. The teacher talk was dominant than the student talk because the students responses specific and students response open ended or student-initiatively were low. The students was less talkative, lacked vocabulary and were passive in the classroom. The second was what were the dominant categories that were used in the teaching and learning English based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. The dominant categories that were used in the classroom based on FLINT categories were giving information, giving direction and asking question.