ABSTRAK
This research was conducted on the purpose of
(1)
investigating the way how the
teacher/s manage the classroom interaction
(2)
seeing the relationship between
teachers’ interaction management and students’ emotional engagement. This
research conducted in a private institution named IELC on February-March, 2016
with the samples with total number of 12
(6 students each class)
in SMP group.
The research was carried out underpinned by case study research design.  The data
of the research were obtained using several methods
(observation, interview and
review of documents)
 and sources
(field note, transcription of learning process,
video tape, interview transcriptions, and documents)
. In analyzing the data
obtained, it used the methods of descriptive and interpretative analysis preceded
by data organization. Accordingly, the findings of the research revealed that the
students will be emotionally engaged; in term of interest, enjoyment, and
acceptance, in the classroom in which the teacher provides them with affection
support
(joking, encouragement, praise, and acceptance/ consideration to their
idea and feeling)
 as well as designing the learning plan based on not only from
theory but also from the students perspective of desire
(in their term of ideal
environment of a classroom)
, takes active roles as participants of the instructional
process as well as tutor or both of the roles simultaneously, and uses group work
discussion or similar form of activity which fully utilize interactions between
participants as well as maximize the learners autonomy. Thus it can be concluded
that (
1)
to engage the students emotionally, the register of the instructional process
should be administered in more friendly and relax circumstance.
(2)
Utilization of
the roles played by teachers is also very influential. In the classroom setting, apart
from the roles of a controller, resource, and prompter; in which the teacher
positioned her/himself also as a tutor (combination of resource and prompter in more intimate way)
 and a participant will affect much to the students’ emotional
engagement.
(3)
The suitability of the use of interaction patterns in the learning
activity will affect also the engagement of students emotionally.
(4)
Interaction
management plans that will be done in the classroom, preferably, should also
consider aspects of the student
(the condition, criteria and desire)
 rather than just
based on the experiences of teachers or theoretically only.
Keywords: Interaction management, emotional engagement, English language
teaching, classroom practice