An Analysis of Teacher-Students Interaction in English Speaking Learning at the Eighth Grade

This study explored teacher–student interactions in English speaking classes among eighth graders at SMP Negeri 1 Botomuzoi. Employing a descriptive qualitative approach, data were gathered through classroom observations, interviews, and documentation. Findings reveal that interaction between teachers and students significantly contributes to building an engaging and supportive learning atmosphere. Nevertheless, several limitations emerged. Interactive techniques such as role plays, group discussions, and games were rarely utilized, and teachers did not consistently offer pronunciation models or explicit vocabulary support. Consequently, many learners showed passivity, low confidence, and reluctance to use English in oral communication. Moreover, the classroom climate often failed to reduce students’ anxiety, which further hindered participation. The study concludes that effective teacher–student interaction should extend beyond motivational strategies, requiring the integration of varied, interactive, and learner-centered methods to enhance oral proficiency. These findings underscore the importance of designing classroom practices that not only encourage active participation but also cultivate a safe and communicative environment. Ultimately, this research provides valuable implications for English educators, emphasizing the need to foster inclusivity, responsiveness, and dynamic interaction to strengthen students’ confidence and speaking abilities.