Abstrak
ABSTRACT Neci Oparianti,2321023. Analysis Peer Interaction On Speaking Skill In Class 10.E 2 MAN 2 Bukittinggi. Thesis, English Education Departement. FTIK UIN Sjech M. Djamil DjambekBukittinggi. Speaking is a crucial skill for students in developing their ability to interact and express thoughts clearly during the learning process. In Class 10 of MAN 2 Bukittinggi, peer interaction has been intentionally incorporated into English speaking activities to enhance communication skills. This interaction takes the form of group discussions, pair work, and peer-based activities that promote a safe and encouraging environment for students to practice speaking. The teacher facilitates opportunities for students to learn from one another, build confidence, and engage actively in conversations without fear of making mistakes. Through this collaborative setting, learners can exchange feedback and support each other’s progress in using English for real communication purposes. This study employed a qualitative research approach to explore and understand how peer interaction influences students’ speaking skills in a real classroom context. Data were collected through classroom observation and interviews with students and teachers. The focus was on examining the types of peer interaction used and how these contributed to speaking development. By observing natural behavior and collecting detailed responses, the researcher gained insights into students’ lived experiences, how they interact with peers, and how these interactions affect their speaking confidence and fluency. The findings revealed four main types of peer interaction commonly practiced: collaborative interaction, cooperative learning, peer tutoring, and peer modeling. Collaborative discussion appeared most frequently, where students shared equal roles and contributed ideas in a balanced way. Peer tutoring and modeling allowed less proficient students to learn from stronger peers, while cooperative learning involved structured tasks that encouraged teamwork. Students expressed greater ease and willingness to speak in English when interacting with friends rather than under direct teacher supervision. These results highlight that well-designed peer interaction enhances students' confidence, reduces anxiety, and promotes more natural and fluent speaking performance in the classroom.