Abstrak
Arino Susanto, 20223001. “Communication strategies employed by teacher and students in enhancing English classroom interaction at the eighth grade of MTS TI bulaan Kamba”. A thesis graduate program in teaching English, faculty of education and teaching training, state Islamic University of Sjech M Djamil Djambek Bukittinggi 2025. This research is motivated by several issues faced by the eighth-grade students of MTS TI Bulaan Kamba, namely: The lack of connection between teacher and students in interactions, the lack of students' confidence to interact in English, the lack of teacher's understanding of students' needs in interacting in English. The researcher concentrates on communication strategies employed by teacher and students in enhancing English classroom interaction. The purposes of this research are as follows: To find out communication strategies employed by teacher in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba, to find out communication strategies employed by students in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba, to find out why the teacher and students choose those strategies in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba. This study used a qualitative approach with a case study design. Observations were conducted six times in Class A, six times in Class B, and seven times in Class C. Interviews were conducted six times in Class A, six times in Class B, and five times in Class C. The interviews were conducted with the eighth-grade English teacher and twelve eighth-grade students. A semi-structured interview approach was used. Based on the research result, it was found that in classroom interactions, the strategy used by the teacher in communicating with the students are: Avoidance Strategies, Achievement or compensatory strategies and L1-based strategies. Second, the strategy used by the students in communicating with the teacher are: Avoidance Strategies, Achievement or compensatory strategies. Third, the reason the teacher chose those strategies are that the teacher wanted to encourage students to actively respond to questions and make the interaction more engaging, helping them get used to using English. On the other hand, the students used these strategies to help them respond more actively to the teacher’s questions, organize their answers more effectively, and make the interaction more engaging as they became more accustomed to using English.