Abstrak
ABSTRACT Syahriyani Fitri, 2313.030. An Analysis of Classroom Interaction in Learning English by Using Flander Interaction Analysis Categories System (FIACS) at the 9th Grade Students in SMP 1 Sungai Pua in the Academic Year 2016/2017. A Thesis. State Islamic Institute. This research was based on problem that happened in classroom interaction at the 9th grade class of SMP 1 Sungai Pua. The problem was the students less to talk and they would participate to talk if the teacher encourage and asked them to talk. If the teacher did not begin to speak the students would not speak. It means that the students passive in the classroom. Meanwhile, classroom interaction helps the students in learning English. Due to this phenomenon, the researcher wants to know about the interaction between teacher and students in the classroom at 9th grade of SMP 1 Sungai Pua. This research was designed as descriptive qualitative research. The informants of this research are the teacher who teaches English in second grade and all the 9th grade students which consist of 80 students. The informant was taken by using total sample because the informants are less than one hundred. This research used observation and interview as technique to collect the data. In this case, the researcher observed the classroom interaction in the classroom. Furthermore, the researcher interviewed the teacher and students of 9th grade class about interaction in the classroom. The finding reveals that there were several interactions that have been applied in the classroom by the teacher and the students based on categories of FIACS. That is divides into three aspects. They are teacher talk, student talk and silent. In teacher talk aspect, there are seven categories. It includes accepts feelings, praises or encourages, accepts or uses ideas of students, asks questions, lectures, gives direction, and criticizes or uses authority. In student talk aspects, there are two categories, they are response and initiation. In silent aspect, it includes period of silence or confusion. The data showed the teacher used all categories of FIACS, but the frequency on using praises and encourages category is the lowest. It is caused the students did not encourage and initiate to talk, because this category was encourage the students more active in classroom interaction. After that the students only used one category of FIACS it was students talk respond. Whereas students talk aspect for initiated category did not use by the students. They just answer the teacher‟s question without any explanation. So in order to encourage the students more active in the classroom, the teacher should use more praises and encourages in the classroom. Also the students should participate and initiate in the classroom interaction during learning process. The teacher and the students who received FIACS will improve their teaching learning process in the classroom. Key words : Classroom Interaction, Flander Interaction Analysis Categories System (FIACS)